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This was followed by an undergraduate research project on the inner ears of deep-sea fishes in Arthur Popper’s labora- tory at the University of Maryland, College Park. These early experiences cemented my interest in hearing research, driv- ing me to pursue a PhD with Charles Liberman in the Har- vard-MIT Program in Speech and Hearing Bioscience and Technology, Cambridge, MA.
Although my graduate classmates were interested in Cued Speech, most assumed they would not have time to learn. Realizing that Cued Speech is easy to learn, one classmate taught himself to cue over a weekend. Being a competitive group, my other classmates learned how to cue as well. I truly felt part of this group because I could seamlessly communi- cate with them.
Many of my peers in auditory science are interested in my experience as a deaf person. Their questions about deafness are savvier than those I encounter on the street. For example, the speech communication experts ask detailed questions about Cued Speech (e.g., how do you deal with coarticula- tion?). The auditory neuroscientists who dabble in music try to write a custom music score optimized for my hearing.
As a deaf scientist, communication with peers is a challenge. Scientists often have impromptu meetings with colleagues down the hall. If I cannot obtain an interpreter, I have to rely on lipreading and/or pen and paper. Fortunately, the Inter- net has significantly reduced these barriers. Most scientists have embraced email and Skype as key methods for com- municating with each other. In my laboratory, we use Slack, a real-time messaging and chatroom app for most commu- nications. Likewise, the availability of cloud-based resources for teaching has streamlined the programming in the neuro- science course I teach. Although I still use interpreters dur- ing classes, the availability of email and online chatrooms has allowed me to hold “virtual” office hours without hav- ing to track down an interpreter each time a student wants to meet with me. In addition to advances in technology, the advocacy of my senior D/HH colleagues has lowered barri- ers by increasing awareness of hearing loss in academia and ensuring that conferences are accessible to researchers with disabilities.
Take-Home Message
Researchers with hearing loss, regardless of etiology, bring many benefits to auditory sciences. Their training and vo- cabulary enable more accurate, real-world descriptions of auditory deficits, advancing knowledge in auditory sciences and stimulating research into mechanisms and implications
of auditory dysfunction. Their interactions with hearing re- searchers provide teachable moments in understanding the real-world effects of hearing loss. The ability to succeed in research requires resilience and perseverance. This is par- ticularly true for individuals with disabilities who must over- come additional barriers. When provided with the resources they need and treated with the respect and empathy that all individuals deserve, they can make remarkable contributions to STEMM, especially in the auditory sciences.
More importantly, these researchers are changing percep- tions about how those with disabilities can integrate with mainstream society. However, this integration is not auto- matic. The maxim espoused by George Bernard Shaw (1903), “The reasonable man adapts himself to the world; the unrea- sonable one persists in trying to adapt the world to himself,” remains pertinent. The ability to recognize new and emerging technological advancements and utilize creative strategies in adapting to one’s own disability leads to a greater quality of life and more successful careers regardless of profession.
Last but not least, we would very much appreciate readers to encourage colleagues, staff, and trainees with hearing loss to join our expanding group (deafearscientists.org). Increased visibility and contributions by those with hearing loss can only enhance advances by the field as a whole!
References
Adler, H. J., Anbuhl, K. L., Atcherson, S. R., Barlow, N., Brennan, M. A., Brigande, J. V., Buran, B. N., Fraenzer, J.-T., Gale, J. E., Gallun, F. J., Gluck, S. D., Goldsworthy, R. L., Heng, J., Hight, A. E., Huyck, J. J., Jacobson, B. D., Karasawa, T., Kovačić, D., Lim, S. R., Malone, A. K., Nolan, L. S., Pisano, D. V., Rao, V. R. M., Raphael, R. M., Ratnanather, J. T., Reiss, L. A. J., Ruffin, C. V., Schwalje, A. T., Sinan, M., Stahn, P., Steyger, P. S., Tang, S. J., Tejani, V. D., and Wong, V. (2017). Community network for deaf scientists. Science 356, 386-387. https://doi.org/10.1126/science.aan2330.
Brownell, W. E. (2017). What is electromotility? – The history of its discov- ery and its relevance to acoustics. Acoustics Today 13(1), 20-27. Available at https://acousticstoday.org/brownell-electromotility.
National Institute on Deafness and Other Communication Disorders (NI- DCD). (1989). A Report of the Task Force on the National Strategic Research Plan. NIDCD, National Institutes of Health, Bethesda, MD.
Phillips, K. W. (2014). How diversity works. Scientific American 311, 42-47. https://doi.org/10.1038/scientificamerican1014-42.
Ratnanather, J. T. (2017). Accessible mathematics for people with hearing loss at colleges and universities. Notices of the American Mathematical So- ciety 64, 1180-1183. http://dx.doi.org/10.1090/noti1588.
Shaw, G. B. (1903). Man and Superman. Penguin Classics, London, UK.
Selected publications by Adler, Buran, Ratnanather, and Steyger that are not cited in the article. The purpose of these citations is to give an idea of the work of each author.
Adler, H. J., Sanovich, E., Brittan-Powell, E. F., Yan, K., and Dooling, R. J.
(2008). WDR1 presence in the songbird inner ear. Hearing Research 240, Spring 2019 | Acoustics Today | 69