Employment: Social Diversity and Difference
DEAF AND SUCCESSFUL, THE CLASS OF 2000
Career destinations of ten deaf students : a summary of case studies and
conclusions drawn
Joan Fleming and John A. Hay
Deaf Studies, School of Humanities, Languages and Social Sciences, University of
Wolverhampton
This paper below was summarised at the fifth seminar of CELT Social Diversity and
Difference: Employment - 15th February 2006
Abstract
Two decades ago a study lead by Professor Jim Kyle (Bristol University) in the South West
and Bristol area, revealed that career aspirations and employment destinations of deaf
people, who used sign language, offered them little hope of what was then perceived as
‘social mobility’. Twenty years later deaf and partially deaf students are graduating from
‘new’ universities across the United Kingdom.
This paper will examine the factors, which enable deaf students to succeed within the HE
sector as well as highlighting their career destinations. The official recognition of British
Sign Language in 2003 is considered to have wrought a change in society, reflected in access
to information via ‘signonline’.
The paper draws upon published data from research completed by Professor J. T. E.
Richardson, Lynne Barnes and Joan Fleming and with reference to a further research project
completed by John A. Hay and Joan Fleming at Wolverhampton.
The context of the research: The beginnings of a ten-year project at the University of
Wolverhampton
“The deaf community comprises of those deaf and hard of hearing individuals who share a
common language, common experiences and values…”
Kyle and Woll (1985)
Following the graduation of ten profoundly deaf students in the year 2000 at this
University of Wolverhampton and their counterparts at the other universities with
significant populations of deaf students, it seemed that the UK Deaf Community, as
identified by Kyle and Woll (1985), may be entering a new era. Not only were deaf
students graduating but also they appeared to be entering the job market with ease.
This “impression” needed verification as it was a mere 18 years since the Avon
Study (1982b) Kyle and Allsop. Completed by Bristol University this research
demonstrated that 1 in 2 of deaf people, in what was an extensive survey, worked in
a factory and had completed their education by the age of 16 years (Kyle and Woll,
1985).
By 1988, the Royal Institute for Deaf People RNID published
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Employment: Social Diversity and Difference
“Communication Works”, in which it was made clear that deaf people could succeed
in the workplace provided that they had a right to communication services (RNID
1988, p21)
The decision to track the career destinations of deaf graduates was a timely decision
as the then Department of Education and Employment (DfEE), now Department of
Education and Skills (DES) had commissioned two national surveys linked to
graduate destinations; the findings of which have been analysed by the University of
Warwick and the University of West of England. The DES Research Report No. 691
tracks the career destinations of UK graduates of 1995 and 1999. Finally, the report
published in October of 2005 analyses the career destinations of 9,600 graduates from
1995 and 8,600 students who completed their studies in 1999, but does not refer
specifically to deaf or partially hearing students. However, the findings create
valuable data in order to understand the circumstances of the Wolverhampton deaf
graduates.
Aims
Our research has two aims, firstly to ascertain if there are significant features in the
career destinations of deaf graduates at the University of Wolverhampton in relation
to hearing graduates nationally. Secondly the research examines the factors, which
have enabled the deaf group to achieve success in terms of provision and in relation
to legislation linked to disabled people in employment.
The long term “Deaf and successful” project at Wolverhampton has the following
research strands and will have specific outcomes:

The learning strategies of deaf undergraduates relating also to their careers,
completed by formal survey between 2001 and 2002. The findings of which
were published by Fleming and Hay in 2003.

Case studies of a known group of deaf graduates of 2000 related to their
career destinations to be formally reported on a five yearly basis.
Case study report one from 2000 to 2005 Authors: Fleming and Hay

A wider study of all deaf graduates of this University to date in relation to
their first career destinations up to 2005. The study is monitoring their first
career destinations to be completed by Bown, Dekesel, Fleming and Hay for
publication in 2006
For the purposes of this paper findings from the case studies of ten deaf
graduates of the year 2000 will be examined.
National governmental strategies and the University of Wolverhampton
response
Recognising Communication needs
In addressing the experiences of the Manpower Service Commission Youth
Training Schemes 1980 to 1990, Greene and Nickerson (1992) documented both
the communication needs of deaf trainees on government schemes and the
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Employment: Social Diversity and Difference
ensuing training of Sign Language Communicators. This was superseded by the
need for British Sign Language Interpreters argued by Denmark et al in the
documentation (issued by the Council for the Advancement of Communication
with Deaf People).
British Sign Language had not been used by the majority of teachers in the
process of educating deaf student’s pre-16 years, indeed Greene and Nickerson
(1992) recounted that qualified teachers of the Deaf at that time were not
routinely required to learn sign language. It is only very recently following the
recognition of British Sign Language in 2003 that the British Association of
Teachers of the Deaf (BATOD) has revised its communication policy.
It became apparent that even though teachers working with deaf children were
not using sign language within classroom settings, by the time of their
adolescence, and following exposure to the language through the network of deaf
organisations, profoundly deaf young people were communicating via BSL.
(Kyle and Woll, 1985)
By 1990 when deaf students began to enter Higher Education in considerable
numbers, they were requesting sign language communicators and interpreters.
In consequence SKILL (the National Bureau for Students with Disabilities)
advised the government to create the Disabled Students Allowance (DSA). This
allowance is not means tested and is not within the DSS benefit system. It should
not be confused with Disabled Living Allowance, which indeed some students
may receive also.
The allowance for deaf students in those days when the medical model of
deafness prevailed, was unfortunately titled” on-medical helpers allowance”.
This allowance, which has almost doubled in ten years, is still available and is
used to provide British Sign Language (BSL) interpreters, note-takers, lipspeakers and English Support tutors. The sum is now above £ 10,000.00 per
annum. Students are assessed for individual support needs within assessment
centres approved by the DES. DSA is held by Local Education Authorities and is
paid retrospectively to the service providers. Students can request that
universities organise their support centrally or they can hire support workers
themselves.
Support at Wolverhampton
By creating a Deaf Studies course in 1992 the University of Wolverhampton
began to attract deaf students. There followed the creation of a Communication
Support Unit (CSU) within the Visual Languages Centre (VLC) part of the School
of Languages and European Studies. The VLC managed the CSU services. From
its second year the CSU supported deaf students who were studying within a
variety of Schools of the University as deaf students began to select courses
across the curriculum.
The Fleming and Hay study (2003) revealed that 70% of Wolverhampton deaf
students had attended schools or colleges with specialist provision which would
indicate they would use Communication Services at University.
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Employment: Social Diversity and Difference
The consequence of supporting these deaf students and a national shortage of
qualified BSL interpreters as reported by the RNID (1988) provided the impetus
for the creation of the specialist British Sign Language/English Interpreting
degree course at this University.
Services used by deaf students
According to Fleming and Hay (2003) deaf students at the university used the
following services:








British Sign Language Interpreters
Signed English Interpretation (Sign delivered in English grammatical
structure)
Note-takers creating notes\while students watch interpreters or lip-read
English support tutorials
English for Deaf Learner modules
Mediation with hearing staff
Modified examination papers
Advanced lecture notes
The frequency of the use of support was show in the same study to depend upon:
 Level of hearing loss
 Communication mode – BSL, Signed English, Spoken English
 Sign fluency
 English Efficiency
In their conclusion regarding deaf students approaches to studying Richardson,
Barnes and Fleming ( 2004) suggest that being deaf at university can have positive
elements,
“ Indeed, the students who preferred to communicate by means of sign language or speech
accompanied by sign tended to regard their courses more positively than did hearing students
in terms of acquiring generic skills and personal autonomy.”
Richardson, Barnes and Fleming (2004)
The Case Studies which reveal the career destinations of the graduates
Methodology
The case studies grew for frequent informal contact and later formal recording
via the following formal mechanisms:

Personal contact with the researchers (Meetings and correspondence)

Questionnaires created with reference to Course Experience
Questionnaires, Ramsden (1999) and Richardson (2000)

Frequent tracking of the students success by interrogating Internet Sites
(Deaf Peoples’ utilisation of the Net is frequent as the medium has
become accessible (RNID, 2003)
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Employment: Social Diversity and Difference
Summary of recorded Graduate Characteristics
The following factors are included in the case studies:
 Gender: five male/ five female
 Age range at the beginning of the study: 22 to 35 years
 Onset of deafness: Birth, infancy, childhood
 Communication preference: British Sign language, Signed English, Speech
 Family language: French, Hindi, Punjabi, Cantonese, English and British Sign
Language
 Parental occupation: 80% Professional Occupations 20% Managers and
administrators (Standard Occupational Classifications SOC)
 Educational Background: Specialist or mainstream with support
 Entry qualifications: A levels, HNC. BETECH or GNVQ
 Undergraduate programmes: See table 5
 Graduate qualification: See table 5
 First employed destination: See table 5
 Employment area/status in 2005: See table 6
In order to place deaf students’ career prospects in the mainstream of activity nondisabled graduate destinations were monitored once figures of Standard
Occupational Classifications (SOC) became available from the Association of
Graduate Careers Advisory Services (AGCAS).
It should be noted here that researchers endeavoured not to concentrate upon what
is a preoccupation of much of the research linked to deaf people, language.
(Marschark, 1993)
Table 1. Significant figures AGCAS 2005
Destinations of 2003 Graduates
Full-time paid work only
Deaf students
Students with disabilities
Non disabled students
AGCAS Survey of 25680 students
44.3 %
48.3%
54.4
The AGCAS study also demonstrated that 25.8 % of deaf students entered what are
considered highly paid professional jobs SOC group 2 compared with 23.1 % of
disabled students and 25.8 % of non- disabled students
It can be concluded here that in certain groups, deaf graduates do not diverge too far
form the destinations of all students. Which leads to the consideration as to which
factors provide equality for students who do not communicate readily via speech
and who state they prefer to use sign language. (Fleming and Hay, 2003)
In consequence, interventionist factors which may have created positive outcomes
for deaf undergraduates in entering the workplace were examined.
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Employment: Social Diversity and Difference
Legal Intervention in aiding the employment of deaf people
The Disability Discrimination Act (DDA) 1995 and the Disability Rights Commission
(DRC) 1999 make discrimination on grounds of deafness illegal in the workplace.
This fact is well known to deaf graduates.
Johnstone (2001) relates “Employers are expected to think imaginatively and to
acknowledge their responsibilities towards disabled employees.”
All major deaf-related organisations, for example, the Royal National Institute for
Deaf People, the British Deaf Association, the Royal Association for Deaf People and
others within the formal voluntary sector have publicised this information, as did the
DRC later in signed web format.
Department of Work and Pensions Initiatives
Since the 1997 election workplace communication and equipment services for deaf
employees have been expanded, whereby “Jobcentre plus” schemes provide Access
to Work schemes for all disabled persons, including deaf self-employed and
employed persons. Deaf graduates are therefore eligible for funding. Following a
formal assessment of needs, costs are divided between employers and Jobcentres.
The greater the perceived need for service provision for deaf/disabled employees the
contribution required from employers reduces proportionally. (See table 2)
Table 2. Access to Work provided by Jobcentre Plus (DWP) 2005
Access to work
DWP Jobcentre Plus
Employer contribution or
Self employed
contribution
Costs over 3 years
Under £ 300.00
£ 300 to £ 10,000
Over £ 10,000
None
80%
100%
£ 300.00
20%
Zero
Changes wrought by Disability Politics
“We have to find a framework that takes into account and makes policy that includes all
people, including those who do not fit conventional norms”.
Rioux (1996)
The emergence of Deaf Political Protest for greater empowerment throughout the last
decade of the 20th century and during the first three years of the 21st, as documented
by Corker et al, has forged a “Deaf identity”. Protesting galvanised deaf individuals
and organisations into organising “Recognition for BSL” marches and debates. The
Federation of Deaf People, the British Deaf Association, the Royal National Institute
for Deaf People and The Royal Association for Deaf People amongst others, lobbied
Parliament and this protest movement culminated in the official recognition of BSL
by the UK Government in March 2003. A number of Deaf Students from all
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Employment: Social Diversity and Difference
University were known to take part in the protests. (British Deaf News, Editions 1999
to 2003)
Widening of Participation pre and post Dearing 1997:
Increasing numbers of deaf students accepted at university in the UK
Figures of deaf students from 2001 to 2005 are collated by UCAS and the upward
trend is steady. We are making the assumption that previous figures from 1997 to
2000 expanded at a similar rate. It is also assumed the sharp increase in 2005 is linked
to students joining before “top up fees” will begin in 2006.
Table 3 UCAS Data 2005
Number of accepted students at university by disability Deaf/partially hearing
Deaf and
Partially
Hearing
Students
Accepted at
University
2001
2002
2003
2004
2005
696
709
715
722
854
The University of Wolverhampton CSU supports on average 50 deaf and partially
deaf students each year; however, it is known more deaf students attend who do not
seek support. Fleming and Hay (2003)
The Consortium of Higher Education Support Services founded in 1992, now part of
SKILL, list the following Universities as being the most popular with Deaf Students
linked established support mechanisms.
Universities of:
Bristol
London (City)
Derby
Northumbria
Nottingham Trent
Sheffield Hallam
Southampton
Central Lancashire
Wolverhampton
Because not all Wolverhampton deaf graduates of 2000 requested support from the
CSU they were not included in the Case Studies
Significant facts: Demographics of the Wolverhampton Profoundly Deaf Graduates
of 2000 included in the case studies
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Employment: Social Diversity and Difference

Ages range: 21 to 35 years

Previous Education
Specialist School or college for Deaf students - 8
Mainstream education - 2

Entry qualifications
A Levels - 5
HNC - 1
B.TECH or NVQ - 4

Communication Options
BSL - 10
BSL/Speech - 3
BSL/Written English - 9

Level of Deafness: All Severe to profound

Onset of deafness
Birth or infancy - 9 graduates
Late childhood/ Adolescence - 1 graduate

Family language
BSL - 3
Cantonese - 1
French - 1
Spoken English - 4
Punjabi and Hindi - 1
Source: questionnaire and case study information (Fleming and Hay 2003)
Table 4 Degree Classifications of all UK graduates
Source: 1998/99 Graduates: HESA
First Class
Upper Second 2.1
Lower Second 2.2
Third Class
Unclassified
7.9
42.4
35
7.9
6.9
Having used the Communication services outlined in this document funded by DSA,
the deaf students in the study achieved the following HE qualifications
Table 5 Degree qualifications of the deaf students showing them to be in the top
50% of graduates 1999/2000
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Employment: Social Diversity and Difference
Degree Area
CAD and Construction BSc Hons
Photography and Video BA Hons
Deaf Studies / Linguistics BA Hons
Media communications and Digital Media BA Hons
Computer Science
Computer Aided Product design BSc Hons
Environmental Science and Sports Science BSc Hons
Art for Society: Social Practice and Painting BA Hons
Degree
Classification
2.1
2.2
2.1
2.1
2.1
2.1
HE Diploma
2.1
2.1
2.1
Gender
F
F
M
M
F
M
M
M
F
F
(Ten results were obtained by questionnaire 2002/03 with the exception of the
student who reported by email after the survey that he had received an HE Diploma)
The 2002/03 research also revealed that none of the group reported unemployment.
(Fleming and Hay 2003) Subsequent contact was made by regular email and web
searches. It is becoming obvious that the preferred medium for Deaf contacts is via
web-based facilities.
The DfES Research Report No. 691, page 51, revealed that four years after graduation
in 2003 92 % of all graduates in the study were employed revealing that the deaf
students in our case studies although some are self-employed are in the group of
graduates working at the time. Self-Employment according to the same report is very
low amongst general graduates being 4 % of men and 3 % of women. As for the deaf
self-employed graduates form Wolverhampton, the nature of their work being ITC
related, perhaps leads them to self-employed status.
TABLE 6 Degree areas related to subsequent employment status and field of paid
work by individual in 2000/2002 and 2005 (Sources: questionnaire, meetings, Case
studies and Current online information)
GENDER Degree areas
M or F
F
Engineering
F
Surveying
M
Photography
Video
M
Photography
Video
Employed Self
Destination
employed 2000/ 2002
National rail
Yes
Company
Engineering
Manager
Yes
City Council
Surveyor
National
Yes
Television
Presenter Deaf
TV
Video
Yes
production
Video presenter
Deaf TV
2005
Continues
Continues
Continues
Continues
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Employment: Social Diversity and Difference
F
M
M
M
Deaf Studies/
Linguistics
Yes
Media
Communications
Digital Media
Yes
Computer
Science
Yes
Computer Aided
product design
Yes
Deaf Film and
television
Production/
Training
Graphic/Digital
design
Continues
As small
business
partner
Freelance
web
designer
Web Design
Employed
Web
Designer
Own
business
Animator/
Film
maker
Product design
F
Environmental
Science/ sports
Science
Yes
Deaf Services
Trainer
F
Arts for Society
And Painting
Yes
Arts Research/
Writing
Gallery
Presentations
Television
Presenter
for Deaf
Services
Continues
Graduate destinations
Purcell and Elias (2004b) revealed that Education and the Public sector were the
sectors where 55 % of females and 32% of males were working in 1999 with less than
10% of both in construction and less than 10% in information and communications
whereas the above table reveals that nine deaf students of this small sample worked
either in construction or what could be broadly deemed information or
communications. This could be linked to the nature of spatial and visual mediums
within the two work areas.
Were students positive about being deaf and university life?
Richardson et al (2004) revealed that deaf student’s perceptions and experiences at
University mirrored that of their hearing peers with the understanding they would
use communication support. Fleming and Hay (2003) reinforce this finding as the
students emphasised the necessity of Communication Services at University. The ten
students from the case studies refer positively to support provided by
Wolverhampton.
According to DES Report No. 691 (2005) when asked directly if their undergraduate
education had been a good investment the vast majority of interviewees responded
positively. Similarly, Fleming and Hay (2003) found that deaf graduates from
Wolverhampton considered that their course had led them to a linked career.
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Employment: Social Diversity and Difference
On being deaf and being at Wolverhampton
“I started to go deaf at 5 years old but I did not need hearing aids until I was 12. I
then applied to a residential school and completed my GCSEs and A-levels there.”
“Wolverhampton automatically referred my application to the CSU: an interpreter
was booked for me ……the CSU had briefed my course leader.”
“On the whole I felt really positive about my degree course…Plenty of support etc.”
“I grew up in a deaf family so it is just normal for me.”
“We learned speech and used signing.”
“Going to university was great because you make friends and you get more
confidence.”
“During my course I had the support of Communication Support Workers and notetakers and realised how much information I had missed out on at school”.
“I really liked my course it suited my talents well.”
“I learnt lots of new skills on CAD, like structural detailing, Autocad, AEC etc.”
“Also I feel that that I am part of the deaf community in Wolverhampton.”
“University was the best time of my life, so much freedom…. learning to be
independent.”
Career progress of the graduates
Elias, Davies, Purcell and Wilton (2005) reported that 80 percent of the 8,600
graduates surveyed in 1999 and in 2003 reported being reasonably satisfied with
their career to date.
The Association of Graduate Career Services (AGCAS) report “What Happens Next”
(2005) found little difference in the career outcomes of non-disabled, disabled and
deaf Students as far as expectations and job prospects are concerned. Deaf students
in the study did not express adverse comments when referring to their working lives.
Deaf Students’ comments regarding their working lives

Self-employed female in 2003
“ It’s a real mixture of, I am translating written scripts for TV programmes and
corporate videos as well as presenting TV shows and running my own business.”

Employed male in 2005 referring to working in television
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Employment: Social Diversity and Difference
“As for the industry its tough there is a good mixture of hearing and deaf staff and
almost everyone signs”.

Self-employed female 2003
“I work for the Royal Palaces as community liaison officer, I am also a freelance arts
trainer and curate deaf arts exhibitions.”

Freelance graphic designer - male 2003
“I have done most of my recent work with Deaf Companies.”

Small enterprise owner – male 2004
“I really want to expand my work in 3D animation. I have set up my own company
and want to explore the potential of the medium”
Notable features of the deaf students’ university life

Recent surveyors and reports suggest there is little difference between the
perceptions and experiences of deaf and hearing students at university.

Provision of Disabled Student Allowance appears essential to deaf students
progress

Attending a university with an established Communication Support Unit
appears to be an element in the student’s choice of course

Final degree classification places 8 out of 10 of these students in the top 50%
of all UK students
Changes affecting the deaf graduates' entry to the work place

Disability Discrimination Act 1995 and subsequent amendments

Creation of the Disability Rights Commission 1999

Access to Work communication and equipment services within “Job-Centre
Plus” schemes 1997 onwards

Official recognition of British Sign Language and subsequent Department of
Work and Pensions BSL Initiatives 2003 - 2004
Conclusions
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Employment: Social Diversity and Difference
Student employability
“I feel that I am part of the deaf community in Wolverhampton. That is something to me.”
Class of 2000 Deaf graduate (2004)
The sense of community the students demonstrated in their comments and the
reported confidence gained attending an integrated university where communication
services were provided, throughout their three years study, cannot be ignored.
Obviously, being thus enabled, we cannot ignore that obtaining upper second degree
classifications must have added to the employability of eight of the ten graduates.
Inclusive policies of the present government have created access to the services of
interpreters and this would appear to important to the deaf graduate’s progress in
integrated work situations. Three of the students have entered what are described by
ACGAS as traditional graduate career destinations, Engineering and Formal Arts.
The others have entered careers related to Information technology and or Media
considered as modern graduate career destinations. At the end of 2005 all the
graduates are working, five are employed and five are self-employed.
The transformation in the status of the working lives of these graduates as well as
other deaf individuals in the present the UK workforce is in contrasts to their
forbears of twenty years ago. Their social mobility appears to have mirrored the
status and recognition of British Sign Language. Progress in the Deaf Community
also owes much to the growth and funding of professional communication services.
Such services have increased since 1997 within government educational provision
and employment services funded by Disabled Students Allowance (DES) and Access
to Work (DWP) funding respectively.
The freedom of choice, which follows access to information, cannot be overstated. A
deaf employed graduate is as productive as his or her hearing counterpart provided
the funding of a relevant communication service prevails. The last word emphasising
freedom and communication comes directly from one of the deaf graduates,
“Well seeing that BSL is now recognised as a language by the government, and then I reckon
that any person that uses a language should have the freedom to communicate in their
language.”
Deaf graduate in Fleming and Hay (2003)
Joan Fleming and John A. Hay, 2005
References and research sources
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Employment: Social Diversity and Difference
AGAS/Disability Task Group (2005) What happens next? A report on the first
destinations of 2003 Graduates with disabilities AGSA, Sheffield
Corker, M. (1998) Deaf and Disabled, or Deafness Disabled? Buckingham: Open
University Press
Dearing, R. (1997) Higher Education in the Learning Society. NCIHE. London: HMSO
Elias, P., Davies, R., Purcell, K. and Wilton, N., 2005, The Class of ’99: A study of the
early market experience of recent graduates. DfES Report No. 691 Sheffield
Fleming, J. and Hay, J.A. Learning Strategies of Deaf and hearing impaired Students in
Higher Education. In Gale, H. (Ed) 2003 Learning and Teaching projects 2002/3.
University of Wolverhampton
Green, C. and Nickerson, W. The Rise of the Communicator: a perspective on post-16
education and training for deaf people. Stoke on Trent: Moonshine Books
Johnstone, D. (2001) Introduction to Disability Studies. London: David Foulton
Publishers
Marsharck, M. ( 1993) Psychological Development of Deaf Children. New York: Oxford
University Press
Kyle, J.G and Woll, B. (1985) Sign language: The Study of Deaf People and their
Language. Cambridge: CUP
Ramsden, P. A performance indicator of teaching quality in higher education: The
Course Experience Questionnaire. Studies in Higher Education 1991; 16, 129 - 150
Richardson, J.T.E., Barnes, L. and Fleming, J. Approaches to studying and perceptions of
academic quality in deaf and hearing students in higher education.
Deafness and Education International 2004, vol 6 (2) p 100 – 122.
Rioux, M (1996) ‘Overcoming the social construction of inequality as a prerequisite to
quality of life’, in R. Renwick et al (eds) Quality of life in Health Promotion and
Rehabilitation. London: Sage
Royal National Institute for the Deaf (1988) Communication Works. Pamphlet London:
RNID
Thorton, P., Corden, A., Byrne, C., (2002) Evaluation of the Impact of Access to Work.
SPRU, York and DWP, Sheffield
Websites linked to the case studies
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Employment: Social Diversity and Difference
http://www.BBC/Seehear.co.uk
http://www.BDA.org.uk
http://www.Bristol.ac.uk
http://www.CACDP.org.uk
http://www.deafandcreative.ac.uk
http://www.drc.gov.uk
http://www.DWP.gov.uk
http://www.RNID.org.uk
http://WWW.ROYALDEAF.ORG.UK
http://www.signpost.co.uk
http://www.signonline.org.uk
http://www.SKILL.org.uk
http://www.UCAS.ac.uk
http://www.wlv.ac.uk
http://www.zebra_uno.com
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