A friend who is a college professor asked me today what she can do to aid one of her students in her class.
This student has a cochlear implant, and as she knew she was limited in her knowledge, she wanted to know what she should be aware of.
Her question has me thinking back to my own experience and what I would recommend for teachers out there.
My personal experience in high school and university, required me to speak with each one individually, and explain my needs and ask for help.
Most were understanding, and most obliged willingly, but there were a few who were very resistant in changing anything to accommodate my needs.
My previous post on communication tips is where one should start, when one has a Deaf or HOH person in their classroom, lecture hall, or seminar group.
This information should also be referred to by the Teaching Assistants who often are the main instructors for the smaller class setting.
There are many different classroom settings at this level, lecture halls, smaller rooms for seminars or smaller group classes, and none of which are ideal for the Deaf or HOH student.
Acoustics are often an issue, lighting, size of the room or hall, noises from other students, and so on.
If it is difficult for the hearing student to hear or follow the lesson, it is even more so for the Deaf or HOH student.
I recommend that professors or teachers sit in another lecture or class seminar, and spend some time observing the environment, with and without ear plugs in, to gain an understanding, even if only rudimentary, of how those settings alone impact the success of all their students.
Those are things that cannot be changed, but one can at least understand the impact it has on their students.
Every teacher, professor, T.A. Has their own style of teaching, and different subjects definitely impact the methodology as well.
Some of the things I am going to suggest is based on my own experience, and should provide a springboard for understanding the needs of your Deaf or HOH student. Most colleges and universities have a Special Needs office that provide advocates, information, equipment, and even photocopies of materials. Utilize that office if available, as that is what they are there for.
1. If your student has not already approached you, arrange a meeting to discuss their concerns, and what their needs are. Quite often they are vocal about exactly what they need, and should be taken at face value. Meet periodically to ensure they don’t need anything else.
2. Be willing to provide copies of lecture notes, or written materials to aid in following the lecture, lesson, or seminar. Even a synopsis is helpful, as it cues the student into what to listen for.
3. Be available for clarification or questions after the class. Especially if there was a large amount of topics covered, which may not have been covered in written materials provided. We all know discussions can go into different tangents, so not everything can be strictly prepared ahead of time.
4. Have fellow students arranged to be paid as note takers, even when the Deaf or HOH student misses a class due to illness.
5. If Real Time captioning (or Speech-To-Text) can be made available, use it.
6. If there is a sign language interpreter, provide a synopsis or lecture notes ahead of time, so they can familiarize themselves with the vocabulary. Work with them on positioning, and pacing of your lesson.
7. If an FM system is required, use it.
8. Try to be aware of lighting, extraneous noise, and reduce frequent movement as much as possible. Speak clearly.
9. If using media such as film or video, try to select those that provide subtitles or captions. This is difficult I know, but if none are available, then allow perhaps a loan of that video to the student to watch on their own with a classmate or interpreter.
10. If using an overhead frequently, or a PowerPoint presentation, be aware that a darkened room makes lip reading difficult. Provide copies if possible, and turn the light on when you speak. Put whatever text you can that is essential into the presentation.
11. For group work, smaller class settings, in addition to the communication strategies previously mentioned, follow up after the class to ensure all went well. Deaf and HOH don’t like to be singled out so usually they will be proactive in these situations with their needs.
12. Allow for different methods of presenting individual assignments, as some may feel self conscious of their speech, or their own communicative strengths. As long as the information and knowledge is shown, it shouldn’t matter how the assignment is presented. Furthermore, quite often one that relies on ASL does not have the same language, vocabulary and understanding of grammar in their writing as a hearing individual. Be understanding when marking written assignments if the information does not make sense to you because of their background.
13. Allow extra time for tests and exams.
14. If using auditory materials in a lab setting, arrange for alternatives or exemptions based on their ability to comprehend (for example a language comprehension tape in French).
15. Instead of using the phone to contact your student, use text, email, or instant messaging. If you can create a forum for your classroom, using an application available on Android or iPhone, or iOS, use that to communicate to all your students the assignments etc. My daughter’s 7th grade teacher established one on (not positive) an app called Educabo…
I probably have not covered every scenario, but I hope at least, I have opened the door for accessibility with that Deaf or HOH student in your class.
I also hope that there is a better understanding of the variety of ways that you as the Educator, may accommodate your student, and therefore facilitate their success in your class, and subject.
The more accessible you are, the more approachable and positive you are, the greater the chances are that student will be more proactive, and enjoy the class more.
I encourage you to seek out your school’s Special Needs office/coordinator, and gain some knowledge that can make you the professor, teacher that all students want to have.
Kimberly Brown comes from Portland, in Ontario, Canada. She was previously a teacher, retail salesperson, and office administrator. She’s currently unemployed and blogging. She’s also a mother to three kids and blogs at: breakingsoundbarrier.
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shona
August 5, 2014
Would be good to share experiences if anyone has them of using assisted listening devices such as personal loop systems. Do they help in this situation and do teachers/lecturers make the effort to wear microphones when asked ? My biggest challenge these days are that most rooms used for large groups inevitably rely on air conditioning to cool and heat the rooms and this background noise totally obscures what someone is saying even with the best speakers. However the positive is that some people say they have benefitted enormously when they have used their personal listening devices as it is less tiring strainig to hear and because the lecturer or teacher has the microphone on it also reminds them to do the other good communication tips !
Andy, not him, me
August 5, 2014
The problem for deaf people really is not so much how to solve our communications difficulties as *how to enforce our rights if people do not comply*. There are many people out there who know perfectly well that deaf people have problems but they just don’t give a damn.
The main reason I left the Open University was that they failed to take into account my quite severe communication problem. I was unable to contact the tutor to tell him I had been injured and unable to complete an assignment in time. I sent the assignment by post, 2 days late with a little note saying that I had hurt myself and been unable to post the documents in time.
This was rejected, the tutor refused to mark the assignment because it was late! The Open University is very fond of bigging up its disability policy and on paper it certainly looks good. They even have an Office for Students with Disabilities which is full of useful help and advice. Until something goes wrong.
I felt obliged to complain, it wasn’t my fault that I was in pain and unable to walk.
It wasn’t my fault that the phone line chose that moment to become erratic and refuse to connect to Typetalk.
It wasn’t my fault that the tutor chose to be difficult about it. Open University only pays tutors for the papers they mark. So by refusing to mark my paper he was losing money! What was his problem?
So I wrote to the Staff Tutor at Open University Regional Office, Bristol. The reply I got was far from satisfactory. In fact in a very veiled way he suggested that the course was too hard for me and that I was playing the disability card to gain extra time! I was of course incensed by this and wrote a very strong email suggesting that Dr xxxxx should stick to what he knew and not speculate on people’s disability problems! This resulted in the gentleman complaining to the Regional Director that I had been disrespectful of him.
I found all this very upsetting of course, I was slogging through a tough course and dealing with various family problems as well. The last thing I needed was discrimination problems with the Open University!
It later emerged under inquiry that both the tutors had been under the impression that I wasn’t very deaf. Because I talk normally, don’t have a funny voice and don’t sign, at least not to hearing people they didn’t think I was really disabled and therefore I must be faking it. That was why the tutor refused to mark the paper. He decided all by himself that I wasn’t worthy of special measures because as far as he could see there was nothing wrong with me.
What happened? Nothing. I was furiously angry that after 7 good years with the OU I was suddenly being treated unfairly. The deaf nightmare suddenly happened again. The university didn’t take any action as far as I know. I was told that “procedures had been changed” as a result of my case and that they had never had a deaf person on that course before, as if that made it better. But there was no explanation, no apology, no dialogue at all just a few words from the Regional Director expressing sympathy.
So that is how it ended. Not with a bang but a whimper.
Everyone making excuses, me thoroughly disgusted that the OU disability policy wasn’t worth the paper it was written on. I did get a degree, but at the time this happened I was full of confidence and was aiming at a higher degree. The OU’s stupidity took all that away and I left. My target had been to get a degree. I achieved that but the dream of going further no longer existed.
As far as I am concerned they can put their university where the monkey put the nuts.
Sandra Dowe
August 5, 2014
Important point Andy makes is that if speech is intelligible people assume hearing is sufficient to receive information.
It can be an advantage to be mute and full signing, then people have the communication problem, not the deaf person.
Hours ase spent receiveing speech lessons that can then be a disadvantage out in the wide world.
We need more Deaf teachers and lecturers!
Sandra Dowe
August 5, 2014
Sorry, I think my comment was for Kimberly, not Andy – I’m confused :-{
Cathy Alexander
August 6, 2014
Interesting points have been raised here, but I do think some other points are also vital to be aware of and this is linked to the learning environment.
In University and College some topics have things that are mandatory as part of the course, so telling tutors to be mindful of a deaf student is not always helpful. For example: English courses usually require some reading to be read out and this I know is difficult for deaf people without legible speech, if any. However as part of a course and part of the marking it cannot be altered. I recall a class in Manchester College, some years ago, where I was informed that the class of deaf people could not learn English because of the “speech part” of the course. Naturally, English is a spoken language so this cannot be altered whatsoever. I thought it was a shame for the class, but there was nothing the tutor could do even though she had taken them to watch a play at the theatre in readiness for part of the course!!!
When and if, speeches are required deaf students can usually rely on the interpreter to voice over, if they use one. This is the only route to being able to be inclusive with speeches. If they had poor written English an interpreter or possibly lipspeaker could help change the English.
Personally, I do not actually agree with this practise, because lots of hearing students have poor English but are not allowed someone to change it all for them, so that is certainly an inequality! If hearing people present poor English and they are marked down, then the deaf person with poor English is also marked down, tutors cannot possibly do anything else, for fear of bias. Making special dispensation for deaf students is unfair when it is not equally applied to others experiencing the same difficulties.
It is not always a clear cut case where deaf and hearing students are concerned, nor in other spheres of life.