“I am profoundly deaf and use a cochlear implant and American Sign Language. I started to lose my hearing around 3 years old and now have very little hearing left. I am an active member of and advocate for the deaf community.  They helped me with identity and pride. I enjoy the benefits of being bilingual and bicultural.

As a pre-teen, I read a book about Helen Keller and was so excited there were teachers for the deafblind. I later discovered deaf education and my passion has only grown since.

I have been in deaf education for 15 years. The Educational Leadership & Policy graduate program has helped me to be a better leader. I have learned to unite others with a shared vision and how to shape and support a team culture.

My hearing professors and colleagues made sure that I had access to my interpreter and were very responsive towards my requests. They asked questions! When they weren’t sure how to use an interpreter, they asked me what to do.

COVID-19 was the biggest challenge I faced. All of our classes moved online and our practicum was impacted. I appreciated my colleagues sharing their challenges with me. I am so thankful for the patience and support of the faculty. They not only checked on our academic progress but also our emotional well-being.

Recently, I became the director of the Parent Infant Program for the Deaf/Hard of Hearing at the Utah Schools for the Deaf and Blind. We provide early intervention services for children ages 0-3 and their families, helping them to learn about all opportunities and possibilities for their child. I would love to see more deaf people involved in deaf education. They are a role model to deaf children and have a unique perspective of the world. They are a strength to the community and the school.”

—Stephanie Morgan, Class of 2021, M.Ed., Department of Educational Leadership & Policy

Morgan is signing “school” in the banner image.