When I first stepped foot on the San José State campus, I was excited to begin a new chapter in my life. As a deaf student, I knew there would be challenges, but I was hopeful, ready to learn, connect and grow in a place that values diversity and inclusion.
Now that I am about to graduate, I find myself reflecting on the moments that shaped me; not just the obstacles, but the resilience I discovered in facing them and every other experience, both positive and negative that I encountered at SJSU.
Academically, SJSU offers support through the Accessible Education Center for deaf and hard-of-hearing individuals, such as American Sign Language (ASL) interpreters, real-time captioning and notetaking, according to their webpage. However, accommodations are only part of the efforts.
While I am grateful for the support and services available, I believe that there is still more work that needs to be done to fill in existing gaps that are essential to ensuring a more smooth transition.
Inconsistent implementation of proper accessibility, untrained faculty and unreliable classroom technology have all impacted my ability to often fully engage.
Some instructors didn’t know how to work with interpreters. Captions were often missing or delayed for lectures. There were days when I walked away from class discouraged, not due to a lack of interest, but because the tools I relied on had failed.
My experience reflects national statistics on deaf students.
The National Deaf Center reports that deaf students have high educational expectations, with 45.2% aiming to complete a bachelor’s degree and 10.7% pursuing a doctoral degree. However, fewer deaf students finish their programs compared to hearing peers, indicating external barriers outside their control that may hinder their success.
Colleges and universities must better equip themselves to support the needs of deaf students.
Furthermore, about 4.9% of deaf adults are enrolled in postsecondary institutions, compared to 10% of hearing individuals — these statistics highlight the systemic barriers that continue to affect deaf students in higher education, according to the same report.
On campus, those barriers expand by a lack of visibility and representation, insufficient research into the needs of deaf students and inaccessible digital resources. Also, missed opportunities for deaf individuals to network or gain professional experience.
In club fairs and campus events, I often found myself left out because real-time interpreting wasn’t available or because others weren’t sure how to communicate with me. It’s difficult to feel part of a community when the conversations, both literal and cultural, aren’t accessible.
There were also bright moments — some professors went out of their way to make sure I was included, such as learning signs to my surprise, checking in after class, or giving me early access to lecture materials. It was the consideration that made things better.
Fellow students also started to become allies, not just classmates. Slowly, I started to feel like I belonged, not just because of the accommodations, but because people started seeing me not just as "the deaf student," but as a full person with ideas worth hearing.
In an instance when there was a gap in interpreting services during a group project, a classmate stepped in and wrote out key points from our conversations, ensuring I could contribute fully. A lot of times some of my peers would take the time to interact with me whether it would be writing back and forth or asking me how to sign certain terms.
These positive experiences reminded me that inclusion doesn’t require perfection, just effort and empathy. Over time, I began advocating more confidently for myself and for others. I stopped apologizing for needing accommodations. I started raising awareness among classmates and faculty and learned how to turn discomfort into dialogue.
I discovered a variety of meaningful experiences at SJSU, such as joining Grupo Folklórico Luna y Sol de SJSU, which helped me stay connected to my cultural roots.
I interned with the Dwight Bentel Hall Communications agency, gaining valuable insight relevant to my career. I took ASL and Deaf culture classes, which introduced me to new people and perspectives.
Joining the Spartan Daily was a defining experience. As a deaf student in journalism, I faced challenges like relying on written communication during interviews and needing recordings for stories.
However, I adapted by finding methods to facilitate obtaining information, which allowed me to sharpen my writing skills.
But the truth is, SJSU and higher education as a whole have a long way to go. True accessibility is not just compliance or accommodations. The focus should be on fostering community and educating faculty and students on how to engage with deaf and hard-of-hearing peers respectfully and meaningfully.
This includes making ASL a visible part of campus culture and listening to us when we speak, even if an interpreter is voicing for us.
There is always room for improvement and I hope that in the future, SJSU implements more changes that are adaptable for the deaf and hard-of-hearing students and creates a more inclusive environment for people like me.
As I prepare to move on to the next steps in my career, I want to express gratitude to the professors and faculty from various departments who truly supported me: Kris Rodriguez, Christine Vega, David Ocampo, Everett Smith, Aaron Frietas, Andy Lutzky, Michael Brito, Ana Navarrete, Christine DiSalvo and Richard Craig. Thank you for seeing me as a whole person with something valuable to contribute.
To deaf students preparing for college, don’t be afraid to advocate for yourself. Speak up early about your needs, connect with your campus accessibility office before classes begin and build relationships with professors who are willing to listen and learn.
You deserve to learn and thrive, just like anyone else. Your voice matters, no matter how it’s expressed.
Find your community, whether it is other deaf students, allies, or ASL learners, because support makes a difference. Remember, you deserve to be here.
I may navigate this world in a unique way, but it does not make my experience lesser or different than any other student.
