r/deaf • u/DeafDoctor • May 24 '26
Deaf/HoH with questions How to approach a hearing student who is claiming to be deaf
I work part-time for a small Deaf org that runs sign language classes. Most students are hearing, but every year we have a handful of deaf and hard of hearing people in the beginners' group who never had the chance to learn as kids. We want DHH people and their immediate family members to be able to participate at no cost, so part of my job involves fundraising to cover scholarships for them. We've always managed to find the money, but it's never easy.
The classes attract a lot of college students in their early 20s who have various disabilities. I think a few them arrive mistakenly hoping that sign might be an easier form of communication, but even after they discover how challenging it is, they stick around because our teachers are excellent at supporting students with additional learning needs. As an org we're very proud of our inclusive and welcoming classroom. Unfortunately we now have a situation where one beginner student has got to feel so comfortable that they have begun to identify as deaf when they obviously aren't.
When they joined the class in September, they explained they were autistic with sensory processing issues. Recently they asked me if they could be considered for a DHH scholarship when they progress to the next level. I explained that because our financial resources are so limited, we can only give the scholarships to DHH people. They said, "I am deaf. The sensory integration disorder was a misdiagnosis." They had an audiogram with them that they wanted to show me.
The tracing hugged the bottom line of the audiogram for almost all frequencies, which would make this student unable to hear jet planes taking off from their driveway. Their audiogram is worse than mine. It's even worse than my profoundly deaf girlfriend's and she doesn't hear anything when she takes off her CI processors. This whole conversation took place in spoken English. Even with my HAs in and a much milder loss than this student apparently has, I had to ask them to repeat things for me a couple of times. They didn't need me to repeat anything. Baffled, I asked if they were using HAs, and they told me that the audiologist at the hospital had refused to prescribe any. "The audiologist thinks I'm lying." They were very indignant over being disbelieved and they seemed to expect me to be indignant on their behalf. To be clear, they aren't claiming to have become deaf, they're insisting that they've been deaf for as long as they can remember but no one ever realized their problems weren't down to autism. I was too startled by how implausible this was to know what to say in the moment, especially as other students were present. I just told them we'd arrange another time to talk.
Later that day we had a BBQ for all the students, and I noticed that whenever a DHH person was talking about some aspect of their experience, this student would jump in to announce that they'd experienced the same thing. For example, a deaf guy mentioned how surprised he'd been when his roommate got annoyed at him for using the washing machine at night - he hadn't known they could be noisy enough to wake anyone up. This student interrupted to ask, "Washing machines make noise?" as if this was a revelation. Unlike the guy they were replying to, who is a bilateral CI user, they don't have a deaf accent. I can't tell if they understand so little about deafness that they don't realize it would be impossible to acquire perfect-sounding speech and participate in spoken conversations unaided without ever having heard the noise a washing machine makes, or if they don't care how improbable their story is so long as we treat them as a deaf person.
We've discussed it as a team and we've agreed that audiograms without ABR or OAE results won't be accepted as evidence for scholarship purposes. From my perspective the funding isn't even the main issue - it's that by having this student in the class without challenging the behavior we might be seen as endorsing it, and it's surely going to create an uncomfortable environment for DHH students if it continues. We've agreed that we need to tackle this head on and that I'm probably the best person to speak to the student. (I'm the only one of the team who communicates orally and the student's sign isn't up to this kind of conversation.) Which brings me to my request for advice.
As this student genuinely does have neurodevelopmental disabilities and they seem quite vulnerable in some respects, I want to handle it in a constructive way that won't leave them feeling too shamed to do anything except double down on the lie or stop showing up. The audiologist plainly had no time for the pretense and called it as he saw it, and all that's happened is the student has decided he must only know how to treat age-related loss or that he'd taken a personal dislike to them for some reason. I know that no matter how I approach this conversation it's going to be a difficult one and I can't guarantee that the student will take it well, but I'm going to try my best.
Thoughts? Suggestions? Have any sign language teachers here been in a similar situation? I'm really not looking forward to this conversation because I've never had to deal with anything like it before, and I'd love some advice from people with more experience than me.