Peter Skarp, Graduate Student, Lamar University Peter Skarp, originally from Buffalo, NY, was born into a primarily hearing family. Peter, deaf himself, has an older deaf brother and hearing parents. He learned from his grandfather, who moved to the U.S. from Finland many years ago, that his great grandfather was deaf. Peter was fortunate to grow up in a neighborhood with many deaf individuals and adult CODAs who helped him learn about deaf culture and assisted him in establishing his deaf identity very early in his childhood.
Peter attended St. Mary’s School for the Deaf in Buffalo, NY. After graduating from St. Mary’s, Peter enrolled in the National Technical Institute for the Deaf (NTID) in Rochester New York where he studied to become a Medical Lab Technician. He later decided to transfer to Gallaudet University where he received his bachelor’s degree in Communication Arts in 1994. In 2001, Peter began taking courses in Interpreter Preparation from San Antonio College in Texas. Finally in 2003, Peter came to Lamar University to complete a master’s degree in Deaf Education/Deaf Studies. He will graduate this May!
After many years of working in other fields, Peter chose to become a teacher. In working with children at camps and other various activities, he found much enjoyment. He realized that he had natural teaching potential that had been overlooked for a long time. He hopes to now utilize this newly appreciated talent. His teaching experiences with deaf/hh children are still growing. Currently he is a student teacher at Kendall Demonstration Elementary School in Washington, D.C. and is very excited about it! Peter’s philosophy of ASL/English Bilingual Education is supported by his cooperating teacher so he looks forward to applying university theory to classroom experiences.
Peter feels there are many barriers facing the deaf education. One of his greatest frustrations surrounds deprivation of language and lack of language accessibility. Even something as simple as (hearing) teachers not signing in the presence of deaf staff and/or deaf children in hallways or cafeterias can be a real issue. He feels the acquisition of natural language and opportunities for language use are often limited by our lack of awareness of language accessibility issues in routine activities. Secondly, Peter also feels that deaf educators should raise their expectations of student abilities. Many times students are “spoon fed” and are not given appropriate activities that will guide them into an awareness of themselves and their individual skills. Peter hopes to impact his future students by empowering, not enabling them. He believes that by allowing students to take risks, even when it means they might make mistakes, will better prepare them for reality.
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