The focus of Unit 13 is on unconscious bias.

Learning Objective: By the end of this unit, you will be able to recognize unconscious bias, understand its impact on interactions with hearing-impaired individuals, and apply strategies to provide equitable and compassionate care.

Definition: Unconscious bias refers to the automatic and unintentional judgments or stereotypes that affect our decisions and behaviour.

The research¹ on bias toward hearing-impaired individuals and its impact across various aspects of life shows that such bias is pervasive across various domains of life, including social interactions, employment, healthcare. These biases are often rooted in stereotypes and a lack of understanding of the diverse experiences of hearing-impaired individuals.

Examples in healthcare setting

1. Assuming a hearing-impaired patient can read lips fluently.
2. Assuming inability to understand or communicate.
3. Assuming that hearing impairment equates to cognitive impairment.
4. Speaking louder instead of using appropriate communication methods.
5. Over-relying on family members for communication.

However, awareness of these issues is growing. Through this unit, we aim to promote a deeper understanding of the challenges faced by the hearing-impaired community and empower learners to contribute to creating a more inclusive and supportive environment for all.

Pause for Thought

Take a moment to think about any assumptions you may hold about individuals with hearing impairments. Consider where these assumptions might have originated (e.g., media portrayals, personal experiences, societal attitudes).

Unconscious bias can lead to:

Ineffective communication: Patients may not receive vital health information clearly.

Reduced patient trust: Feeling dismissed or misunderstood may lead to reluctance in seeking care.

Health disparities: Lack of proper communication may result in misdiagnosis, poor adherence to treatment and overall lower quality of care.

Self-awareness and education

Regularly reflect on personal biases.

Engage in training sessions on disability awareness.

Seek out firsthand experiences or testimonials from individuals with hearing impairments.

Effective communication techniques

Ask the patient about their preferred communication method (e.g., sign language interpreter, written communication, speech-to-text apps).

Face the patient when speaking, ensuring good lighting for lip-reading.

Use visual aids and written materials for instructions.

Be patient and allow extra time for communication.

Promoting inclusive environments

Advocate for hospital policies that ensure accessibility (e.g., availability of interpreters, captioning on educational videos).

Educate peers on appropriate interactions with hearing-impaired individuals.

Pause for Thought

The 1986 film Children of a Lesser God has had a significant impact on how people view individuals with hearing impairments. The character of Sarah Norman, played by Marlee Matlin (who herself is deaf), shows a strong, independent woman who is neither defined by her deafness nor in need of pity.

What does the title of the film tell us about how the society often viewed deaf/hearing impaired individuals, especially in the context of the 1980s? How has the situation evolved between 1986 and now?

Key Takeaways

• Unconscious bias refers to automatic and unintentional judgments or stereotypes that affect decisions and behaviour.
• Bias toward hearing-impaired individuals can affect social interactions, employment and healthcare, leading to assumptions like an inability to understand or over-relying on family members.
• Unconscious bias can result in ineffective communication, reduced patient trust and health disparities like misdiagnosis or poor treatment adherence.
• Strategies to mitigate bias: Promote self-awareness, engage in disability awareness training and adopt effective communication methods like using interpreters and visual aids.

Next Steps

• Do the exercises.
• Participate in Role-play Simulation 12.
• Share reflections and key takeaways during debrief

1. Annotated bibliography of selected research on misconceptions about the hearing-impaired.
2. McRae, C. (2007), Stereotypes and Misconceptions about Hearing-Impaired Individuals. Journal of Disability Studies, 14(2), 56-71. McRae’s study investigates common stereotypes and misconceptions about hearing-impaired individuals, focusing on how these stereotypes lead to social exclusion and underestimation of the capabilities of people who rely on alternative communication methods such as sign language or lip-reading.
3. Caldwell, K., & Coffey, M. (2012), Social Exclusion of Hearing-Impaired Individuals in the Workplace. Journal of Vocational Rehabilitation, 35(3), 215-223. Caldwell, K., & Coffey, M. This study explores the barriers hearing-impaired individuals face in the workplace.
4. Packer, M., & Spruill, D. (2013), Employment Discrimination Against Hearing-Impaired Individuals: A Quantitative Analysis. Disability and Society, 28(4), 505-522. Packer and Spruill ^– Their research on employment practices finds that hearing-impaired candidates are less likely to be hired than their hearing counterparts, despite having similar qualifications.
5. Darrow, A., & Darrow, C. (2014), Attitudes and Bias in Education: The Impact on Hearing-Impaired Students. American Annals of the Deaf, 159(2), 157-164. Darrow, A., & Darrow, C. ⁴ This research analyses how teachers’ attitudes toward hearing-impaired students often result in lower expectations for academic success and how such bias affects the academic opportunities of these students.
6. Crawford, S., Healy, P., & Walker, R. (2016), Implicit Bias and Hearing Impairment: Understanding Unconscious Attitudes in Social Interactions. Psychological Research on Disability, 23(1), 35-48. Crawford, S. and colleagues explore the concept of implicit bias and its effects on the treatment of hearing-impaired individuals. Their research highlights how unconscious attitudes and stereotypes impact social interactions and create barriers in various domains such as education and employment