Deaf or Hard of
Hearing
Students who are deaf
or hard of hearing may compensate and
cope with their hearing loss in a variety of ways. Some people read
lips, some use sign language and interpreters, some people use hearing
aids and other assistive listening devices, and many use a combination
of techniques and devices. Hearing loss is measured by decibels, and
according to the decibel count the loss may be mild, moderate or
profound.
The ADA Counselor will coordinate
interpreting services for classes and other accommodations. For
additional services, students who are deaf or hard of hearing should
contact the Coordinator of Community Services for Persons who are Deaf
and Hard of Hearing at (434) 797-8479 or TDD: (434) 797-8542.
Deafness
“Deaf” refers to persons with
nonfunctional hearing. In many cases their English skills will be
deficient. Some people who are deaf are members of a distinct linguistic
and cultural group. Some may live in a community or extended family that
includes numerous other individuals who are deaf or hard of hearing.
They may use American Sign Language (ASL) or Signed English as their
first language. Therefore, members of this cultural group are bilingual
and English is their second language. As with any cultural group, people
who are deaf have their own values, social norms and traditions. Because
of this, faculty should be sensitive and attentive to cross-cultural
information in the classroom setting. The following points should be
kept in mind when working with students who are deaf:
·
Very few
people are totally deaf.
·
Not all people
who are deaf know how to sign. Not all students who are deaf use
interpreters. Some prefer to communicate through lip reading and some
prefer sign language.
·
English skills
for a student who is deaf are not related to intelligence but are
similar to those experienced by students with English as a second
language.
·
The terms
“deaf and dumb” and “deaf mute” are no longer acceptable, carry a
negative connotation, and should not be used.
Hard of Hearing
The term “hearing impaired” refers to
any person with any type or degree of hearing loss. “Hard of hearing”
is used to define a person whose sense of hearing, although defective,
is functional and whose English skills will be developed through an
auditory base. Hard of hearing refers to those individuals who may use
speech, lip reading and/or hearing aids to enhance oral communication.
For those who use lip reading, only 30 to 40 percent of spoken English
is comprehensible even for those who are highly skilled. Characteristics
of a hearing loss may include a student’s straining to hear, intense
concentration on the speakers face, use of loud or distorted speech,
request to repeat or spell words, and consistent failure to respond.
COMMUNICATING WITH STUDENTS WHO ARE DEAF
OR HARD OF HEARING
·
Get the
person’s attention before speaking. Shorten the distance between speaker
and listener.
·
Face the
student; keep your face within view whenever you speak; and speak in a
natural tone of voice.
·
When writing
on the board, remember to repeat explanations while facing the class
(i.e., don’t write and talk to chalkboard) If an interpreter is present,
speak directly to the student and not to the interpreter.
·
Use facial
expressions, gestures, and body language to convey the message.
·
Smoking,
chewing gum, and facial hair add to the difficulty of lip reading.
·
Keep sentences
short. Messages may need to be reworded.
·
Address the
person by name to initiate communication.
·
Lip-reading
new vocabulary is extremely difficult. Write the word and let the person
see how you pronounce it.
·
At the
beginning of a classroom presentation and at regular intervals, draw the
student’s attention before speaking. Repeat the questions and remarks of
other people in the room.
·
Ask the
student to repeat if you do not understand. Pen and paper may be needed
to communicate
Communication is the goal; the method is
unimportant. Do not be alarmed if the student does not understand or if
you cannot understand the student. You will become accustomed to each
other in time.
TEACHING STUDENTS WHO ARE DEAF OR HARD
OF HEARING
·
Order
captioned videos when possible.
·
Let the deaf
or hard of hearing student determine the best seating arrangement
in order to see you and the interpreter.
·
Modify the
environment to minimize background noise.
·
Use the
chalkboard to reinforce spoken presentations to the extent practicable.
·
Assist the
student in identifying a Notetaker and if necessary in the laboratory, a
lab partner. The Counseling Office may be able to provide assistance in
this area.
·
When possible,
provide the student with class outlines, lecture notes, lists of new
technical terms, and printed transcripts of audio and audio-visual
materials (Contact the Coordinator of Community Services for Persons who
are Deaf and Hard of Hearing).
·
Do not
hesitate to communicate with the student in writing when conveying
important scheduling information. Written instructions will avoid
mix-ups about assignments, exam dates, changes in normal class schedules
or special instructions.
·
Consider
lighting for students who must see an interpreter’s hands or the
teacher’s face if lip-reading. If necessary, due to language
difficulties, allow extended time for reading assignments and
examinations.
·
Alternative
test taking methods may be needed. If an interpreter is needed, he/she
may rephrase, but will not reveal the answer.
The use of visual aids is most helpful
since vision is the student’s primary means of receiving information.
Expect and encourage the student to participate in class by answering
questions, giving reports, and volunteering for other verbal activities.
Again, please contact the Coordinator of Community Services for Persons
who are Deaf and Hard of Hearing for more information on possible
resources at (434) 797-8479.
Tips for
Working with an Interpreter
·
Remember the
interpreter’s role is to facilitate communication. It is inappropriate
to address the interpreter directly.
·
Maintain eye
contact with the person who is deaf, not the interpreter.
·
Allow the
interpreter to be positioned near you. This will allow the person who is
deaf to watch the interpreter and your expressions.
·
The
interpreter usually sits or stands to the side and a little behind the
speaker. Constant moving around while speaking may cause the student and
interpreter to become confused or distracted.
·
The
interpreter is bound by a Code of Ethics, which requires all
communication be interpreted, whether it be signed or spoken. This
includes any phone calls or comments you make in the presence of a
person who is deaf. It is inappropriate for you to request that the
interpreter keep anything from the person who is deaf.
·
Provide the
interpreter with a copy of any reading material, including textbooks,
outlines, notes, lists of new technical terms, and printed transcripts
of audio and audio-visual material. Interpreters must review material in
advance to be effective.
·
Plan to meet
with the interpreter prior to the beginning of class to explain what
will be covered.
·
If the lights
are dimmed (such as during a video or slide presentation), make sure
there is enough light to illuminate the interpreter.
·
Interpreters
work a few words behind the speaker, and should be allowed sufficient
time to finish the speaker’s sentences. Speak in normal tones using
complete sentences and speak clearly.
·
When changing
topics or speakers, allow for a brief pause to give the interpreter time
to finish before the next topic or speaker begins.
TECHNOLOGY
New technologies have proven very
effective in assisting individuals who are deaf or hard of hearing.
Assistive technology is available from the Virginia Department for the
Deaf and Hard of Hearing (1-800-552-7917).
Dual party relay systems allow people
who are deaf, hard of hearing, or speech impaired to communicate with
virtually anyone through the telephone system. Using a Text Telephone (TT),
also referred to as Telecommunication Device for the Deaf (TDD) or
Teletype (TTY), will allow the person who is deaf, hard of hearing, or
hearing impaired to type the message.
·
To call a
student who is deaf or hard of hearing, simply call the Virginia Relay
Center at 1-800-828-1140 and tell the operator to dial the student’s
phone number. The operator will guide you through the call, interpreting
for you. Remember, speak slowly, clearly, and speak directly to the
student as you normally would. There is no need to say, “tell the
student...”
·
Please contact
the Coordinator for the Deaf and Hard of Hearing to determine if
assistive listening systems can be borrowed for use in class.
·
Captioned
video (a video that is subtitled) should be provided to the student who
is deaf. Assistance in obtaining captioned videos should be available
from the Learning Resources Center at (434) 797-8555. All new videos
ordered should be captioned.
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