August 2006 Ensign - The Church of Jesus Christ of Latter-day Saints

for the Deaf and the Salt Lake Community College, who is
himself deaf, says, “Deaf people are capable and can do
anything others can do except hear perfectly.”
Wayne Bennett is an example of such a capable person.
When Wayne was three, a doctor predicted that he would
never be “college material” because of his deafness.
However, not only did Wayne go to college; he entered at
age 14. Since then, he has completed a bachelor’s degree
and two master’s degrees. He served a full-time mission
working with the deaf and has served in six bishoprics,
in both hearing and deaf wards and branches, and as a
temple worker for seven years. Currently he is president
of a deaf branch in California.
Deaf members around the world are living the gospel
and are busily engaged in serving the Lord. President
Bennett says that one area of interest for many deaf members
is family history. “I have come up with almost 6,000
names,” he says. “Another member I know has come up
with about 12,000 names.”
Temple worship is an important area of focus. Tom
Wilson, coordinator for the deaf program at the Jordan
River Utah Temple, says, “I am very excited to see the
wonderful work the deaf do as they serve the Lord in
doing temple work.” Temple attendance was made easier
for deaf patrons when temple information was put on
closed-captioned videos. To use this service at most
temples, patrons fill out a language card at the front desk
when entering. Printed cards are available for certain parts
of the endowment and other ordinances. Also, interpreters
and deaf ordinance workers can usually be provided
if sufficient notice is given. Deaf members should
check with the temple in their district to find out what
services are available.
At some temples, monthly endowment sessions are
conducted in sign language. In 1998 deaf members were
able to receive the full beauty of all temple ordinances in
sign language when Rodney W. Walker was set apart to be
the first deaf sealer in the history of the Church.
Missionary Work among the Deaf
Since the first missionaries to serve the deaf were called
in 1968, missionary work among the deaf has continued to
grow. Each year about 30 to 40 sign language missionaries,
many of them deaf themselves, enter the Missionary
Training Center in Provo, Utah.
When Eric F. Spanbauer was a boy, the missionaries
stopped at his door in Decatur, Illinois, but Eric says that
he and his parents “never understood them because they
couldn’t communicate with us in sign language.” After
high school, Eric went to Gallaudet University, a worldrenowned
university for the deaf. When some Latter-day
Saint friends introduced him to missionaries for the deaf,
he listened, not because he was interested in joining a
different religion but because they conversed in sign
language.
Later Eric began a personal struggle to find out the purpose
of life. After much pondering and prayer, “I experienced
an outpouring of marvelous light that enlightened
my soul. Never in my life had I experienced the love, the
light, and the power that the gospel brought.” He added,
“When the gospel was preached to me in American Sign
Language, it changed the course of my life.” He was later
baptized.
IDEAS FOR TEACHING THE DEAF
• Consider learning sign language.
Ask family members of the
deaf person for help. Your local
college or community education
program may offer sign language
classes. The Church’s Dictionary
of Sign Language Terms for The
Church of Jesus Christ of Latterday
Saints may be helpful (video:
53158010, U.S. $6.00; book:
31121000, U.S. $8.50).
• Deaf people tend to be visual learners. Write on the blackboard
and use visual aids such as pictures, maps, handouts,
overhead transparencies, and PowerPoint presentations. If you
pass out quotations for individuals to read aloud to the class,
make an additional copy so the deaf person can see what is
being read.
• If the class is small, seat everyone in a semicircle so that
the deaf person can see everyone’s face. In a larger class, ask
those who answer questions to stand, enabling the deaf person
to see their faces and lip read. Avoid talking when facing the
blackboard.
• If teaching children, explain to your class why the deaf
child doesn’t respond when they speak and why he or she may
not be able to talk. You might teach the class some signs so
that they can talk with the deaf child.
• Do not give deaf children such special treatment that they
stand out as different. Make sure to involve them in normal
class activities such as praying and holding pictures.
ENSIGN AUGUST 2006 59