By: Candace Johnson

Having been a Deaf child raised in Milwaukie Wisconsin during the ‘60s, Linda Morton faced many challenges early on. As a young girl Morton desperately wanted to be understood and as she grew older her frustrations deepened. She was left feeling isolated from the hearing world, unable to communicate effectively with those around her. Due to the lack of resources and services available to her, Morton resulted to using nominal methods of communication. For several years she solely relied on lip reading in an attempt to converse with her family, peers, and even teachers. In fact, it was not until she went on to college that she learned American Sign Language (ASL).

In the summer of 1971 Morton arrived at Gallaudet University in Washington D.C. It was then when she realized that many Deaf people of all ages existed, and most importantly that she was not alone. During that summer she took courses in ASL and learned the basic patterns of grammar. Yet Linda’s education was not limited to the classroom environment. The Deaf community and its presence on campus taught Morton, “how to communicate and associate with others.” She explained that her most valuable education happened outside of the classroom in which she was able to socialize effectively with her classmates. When asked what her favorite part of college was she answered, “Meeting friends.” The Deaf community and Deaf accessibility offered at GU provided Morton with vast opportunities. She felt empowered, as she was able to participate in sports for the first time; she joined the volleyball and bowling team.

Having a thriving social life, Morton was able to meet her husband in college. They got married on September 28th 1974 and the two of them moved to Oregon in 1975. They have been together ever since. Years later she was offered a position as an ASL instructor and began teaching at the University of Oregon. Currently, Linda Morton is a part time 100 level ASL lab instructor. As she reminisces over her memories in college she explains that her experiences interacting with other Deaf students and receiving adequate services on campus played a vital role in helping her to pursue her goals. Morton wonders whether or not a Deaf student who attends the UO would be offered the same opportunities that she had when she was in college.