UNDERSTANDING THE EXPERIENCE OF STUDENTS

WHO ARE DEAF OR HARD OF HEARING:

An Introduction and Strategies for CourseDesign and Delivery

Presented by:Canadian Hearing Society &

Centre for Students with Disabilities

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Welcome and Introductions

Impact of Deafness and Hearing Loss

Strategies for facilitating an inclusive learning experience

Questions

AGENDA

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hearinghard of hearingculturally Deaf,oral deafdeafened

PC Jargon and self -identification

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Hard of Hearing

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Pencils ready…..!

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Quick Scan Facial expression?

Posture?

Blood Pressure?

Imagine hearing like that all the time?

Unfair Hearing Test 1.

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S, F, T, SH, TH, P, K, R, W, J, B, MOne uon a ie ee a young oy naed ac. He and hi oe lived in a ile coage. ey ere oo and had aely enou o ea. ei only oeion a a co. One day, ac e a ange lile an and aded e co o oe agic ean.

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One uon a ie, ee a young oy naed ac

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He and hi oe lived in a ile coage

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ey ere oo and had aely enou o ea

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ei only oeion a a co

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One day, ac e a ange lile an and aded e co o oe agic ean

How hearing aids really work:

Distance Acoustical environment Physical and mental status of the wearer Controlled communication – or – free for all Speech Discrimination Battery size

Hearing Aids

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Watch the following video to learn more about Hearing Aids and personal FM systems.

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Classroom techniques for FM or device use

Calmly put on and adjust equipment. “Test, test.”

We encourage students to self advocate, if the battery dies or they experience technological problems, we encourage that they notify you and the problem is solved together.

Ensure you have the attention of the student(s) before you begin to teach.

Use facial expressions and gestures where helpful and appropriate.

Stand in one place as much as possible. Do not speak while your back is to the students.

Classroom techniques for hearing loss

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Classroom techniques for the environment

Where possible, turn off background noise such as music, and unnecessary equipment.

Be aware of and control

other noises such as hallway noise, fans, heating systems, fluorescent lighting, etc.

Be aware that hallways, doorways and foyers will be very challenging for one on one communication outside of the classroom.

DEAF

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ASL is a visual-gestural language, with it’s own unique semantic and grammatical structure. English is an auditory, spoken language.

Culturally deaf individuals prefer American Sign Language as their primary method of communication. English is their second language, and must be learned, as such.

American Sign Language

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Can’t deaf people just read my lips? Even the very best speechreader gets

only partial messages Only 25-30% of sounds are visible on the

lips. The rest of the sounds are made in the

back of the mouth and can’t be seen.Example……

Kite Height Night Maybe Baby Pay me

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The environment they grew up in, familiarity with the situation, lighting, number of speakers, stress use of technical or unfamiliar vocabulary speaker’s enunciation and rate of speech and any natural aptitude a person might

have

Many Deaf people are not skilled speechreaders. - factors that affect ability to speechread

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The process of interpretation is a complex skill that is acquired through study in an accredited institution.

When working with a professional interpreter, you are ensured that your message is being conveyed without bias, and that the message that you are receiving is also without bias.

. American Sign Language Interpreters are bound by a code of ethics, this ensures confidentiality, dignity, and clear communication for all parties involved.

ASL Interpreters

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PURPOSE OF THE INTERPRETER

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ETIQUETTE Face the deaf person with whom you are talking;

don’t direct your conversation to the interpreter, whose role is only to facilitate communication. Do not say “tell him” or “tell her”. The Deaf person will be watching the interpreter and glancing back and forth at you.

Do not ask the interpreter personal questions about herself/himself. They are present to facilitate communication. If you have questions about the Deaf person or sign language, ask the deaf person directly and the interpreter will interpret your questions.

   

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WORKING WITH AN INTERPRETER  Speak at a comfortable pace. Talk as you normally would. If your speech is fast, be

aware that the interpreters may need to ask you for clarification or to repeat.

  In group discussions, have only one person speak at a time. Give the interpreter time

to identify who is speaking.

Depending on the situation, interpreting between two languages simultaneously can be mentally and physically challenging necessitating breaks of 10-15 minutes per hour of interpreting or after 1 hours in team interpreting.

  Speak loud enough for the interpreter to hear you.

  Remember to pause before giving your explanation of the visual aid (i.e. handout) so

that the deaf person has time to see it, look back at the interpreter and still “hear” everything you say.

 

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Who’s who, here?

The interpreter will speak in two roles, during assignments.

1. Role of Interpreter-will always say “For Interpreter Clarification….. -will ask clarifying questions, ask to please hold for a moment while they complete the communication, or advise you may speed up. 2. Voice of Deaf Person -without introduction, will address you directly

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“So I looked into the corner and imagine my surprise!!

Due to the visual nature of ASL it is crucially important to understand the details in the above sentence.

1. I saw……..a little mouse 2. I saw…….. a huge rhinocerous The interpreter will make a decision to interject

and ask for clarification. They need to evaluate and ask themselves: will this make a difference and continue to be important and add crucial information…….

Interpreter Interjection and clarification

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The student left a gift on my desk…………

Interpreter interjection and clarification

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Eye gaze and other unnerving things

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Video with Quiz exercise

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Accessibility in a Nutshell

It is simply not fair for some people to hear or be privy to more information than others in the same room.

Speechreading

We have already learned how it is difficult to speech read in the best of environments……..

How did we get this impression that it was so easy to speechread??!!

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STRATEGIES FOR INCLUSIVE COURSE DESIGN AND DELIVERY

Centre for Students with Disabilities

Determining course structure and curriculum prior to the start of term ensures that appropriate/qualified interpreters/computerized notetakers are hired.

Interpreters need to be able to review key concepts and vocabulary so they can ensure they have the correct signs.

Planning for Inclusion:Course Design

UDL PrinciplesSummary of 3 UDL Principles:

I. Present information & content in different ways.

II. Differentiate the ways students can express what they know.

III. Stimulate interest & motivation for learning.

*Information presented courtesy of the C.A.F.E. site.

Use graphics, charts etc when explaining abstract concepts/introducing new terms – explore the Graphic Organizers on C.A.F.E. UDL site.

Post instructional materials (videos, graphics, articles discussed in class) to DC Connect in advance so that students have an opportunity to review the material multiple times.

Implementing UDL Principles to Facilitate Inclusion

Ensure all videos are captioned – coordinate with the C.A.F.E. This can be a timely process.

Consider if there are other parts of your curriculum that will have an audio component. Discuss strategies with CSD and/or C.A.F.E. staff as needed.

Planning for Inclusion:Captioning

Students need to know what to expect throughout the course and from week to week.

Allowing students to plan ahead ensures they are included e.g. field trips, dates for group work outside of class if possible.

Students who use Interpreters or Computerized Notetakers require time to book services.

Planning for Inclusion:Course Outlines

Provide a list of readings that will be covered for each class. Students can familiarize themselves with the vocabulary to expect in class.

Provide an agenda at the start of class – this will assist students to follow along when topics change.

Ensure Students Can Follow Along

Ensure all instructions for in-class assignments (individual/group) are provided in writing.

Ensure course work instructions and announcements are provided in writing and posted on DC Connect. ◦ This includes:

Change of assignment due date/test date. Instructions for assignments. Information about what to study for a test.

Ensure Your Messages Are Received

Despite implementing UDL principles students may request/require additional supports.

Possible supports may include but are not limited to:

Preferred Seating Computerized Notetaking Peer Notetaking FM system Captioned videos

Additional Supports

Questions/Comments

We will be sending out a short survey.

Your feedback would be much appreciated.

Questions/Feedback