Make a Difference
Tips for Teaching Students who are Deaf or Hard of Hearing

Video Script

 

Hi, my name is Pat.  I'm a teacher, and I'm here to talk to my fellow teachers about a particular kind of student   a deaf or hard of hearing student.  I know about this from both sides as a high school teacher and as a hard of hearing student.  I was born hard of hearing but an illness at the age of five produced a profound hearing loss.  From kindergarten on I was in the public schools and attended a state university.  For many of my teachers, I was the first deaf student they
had ever taught.  But they were patient and willing to work with me, and that made all the difference.  They gave me a chance to learn alongside my peers and to pursue the education I needed and wanted to become a teacher myself.  As a teacher I know how important it is to reach out to all the students in the classroom.  As someone who's deaf I know there are adjustments we can make to the classroom, in high school or college, to help us make sure to reach out to all of our deaf and hard of hearing students.  These adjustments aren't difficult.  They require little in money, time and effort.  I know you'll find them helpful.  But for your deaf and hard of hearing students, they can make all the difference.  Now let's take a look at the physical aspects of the classroom.

BREAK #1  

THE CLASSROOM
Make sure the deaf or hard of hearing student has a clear view of the teacher and fellow students.  Sometimes this may mean just moving the student to a different seat.  Other times it may mean a minor rearrangement of your classroom.  If your class is small, you may want to arrange desks in a semi-circle.  When this isn't possible, the deaf or hard of hearing student may want to sit in front and to the side, a place that gives the student a clear view of you and other students. 

Avoid standing in front of windows and other light sources.  The glare will make it difficult for anyone to see you, but it will be especially difficult for the deaf student who reads lips.  Try to avoid speaking anytime the student can't see your face, like when you write on the board or walk around the room.  When referring to items on the board, try to be specific about the word or phrase you're making reference to by pointing directly to it.  It also is helpful to inconspicuously point in the direction of a student who is speaking as a signal to the deaf or hard of hearing student.  If the class time is devoted to a reading assignment, don't talk at the same time you're having them read.  If possible, ask a hearing student to assist by following the text with his or her finger.  Sometimes, you'll need to get a deaf or hard of hearing student's attention when they aren't looking at you.  Just lightly tap on a shoulder, wave your hand in the peripheral vision not in front of their face   or ask a student nearby to assist.  Non-verbal communication can say so much, so try to accentuate your body language, facial expressions and gestures.  Use visual aids whenever possible   good advice for all your students since visual reinforcement enhances all communication.

BREAK #2   

COMMUNICATION ISSUES/USING INTERPRETERS

Although many deaf and hard of hearing students use assistive listening devices and speech reading skills in the classroom, some rely on interpreters to communicate.  It's important to remember though, that the interpreter is there to help you and the deaf or hard of hearing student communicate.  The interpreter does not take your place.  You must still maintain direct communication with the student.  The interpreter does not explain, help or give advice about class material and information.  If the student needs clarification, it should come from you not the interpreter.  "Tell her to bring her homework in on Monday this time   not Tuesday."  One of  the most difficult things for any hearing person to remember is to communicate through the interpreter, not with the interpreter.  You are still taking with a deaf or hard of hearing person, so don't talk as if he or she wasn't there.  For instance, ask "Do you have your assignment" not "Does she have her assignment?"  Let the interpreter sit or stand to your side.  


This will allow the student to maintain contact with you and the interpreter. Make sure the interpreter doesn't have to struggle to hear you because of nearby noises such as projectors or air vents.

During class discussion, allow time for the deaf student to participate.  Pause to give the deaf student time to communicate through the interpreter and for the interpreter to voice a question or answer back to you.  If you are reading out loud, don't read so quickly that the deaf student and interpreter can't keep up with you and the rest of the class.  This is just as important for the hard of hearing student who is speechreading or using an assistive listening device.  You want all your students to have access to the best education possible, so be sure the interpreter is knowledgeable and qualified.  Qualified interpreters have specialized training, a code of ethics and hold state and/or national certification.  State rehabilitation services, college interpreter training programs, and state chapters of the Registry of Interpreters for the Deaf can assist.  When the student relies on an interpreter, remember these points:  Look at the deaf person not the interpreter when talking.  Speak directly to that student, and don't use third person speech.  Make sure the student has a clear line of sight to you and the interpreter.  Avoid having the interpreter sit or stand in shadows or in front of bright lights and windows.  Don't have the interpreter near sources of noise.  Avoid private conversations with others in the presence of a deaf person because the interpreter must interpret everything said.  Speak naturally; interpreters will ask you for clarification or to slow down.  Finally, consider breaks if you have a long lecture.  Signing and watching an interpreter require a lot more energy than simply listening.

BREAK #3   

ASSISTIVE LISTENING DEVICES

Again, not all students are going to use interpreters.  Some hard of hearing students will rely on assistive listening devices, ALDs, that use wireless microphones to transmit sound to the student's earphone.  This means the speaker   whether it's the teacher or a fellow student,
must be near the microphone.  When there is class discussion, make sure the ALD works effectively for the student by repeating what was said off mike or passing the microphone to the class member who is speaking or if possible, arrange for multiple microphones.  



Check often with any student using an ALD to make sure sound is transmitting comfortably, but do it discreetly.  People are sensitive about how they communicate and don't want unnecessary public
attention.  Most listening devices rely on battery power to operate so you might keep a supply of backup batteries or know where to find some, just in case.  Rechargeable batteries should be charged each evening.  Make sure the transmitter and receiver are turned off every day to conserve power.  It's also important to turn the mike off when you're not using it for class discussion since the student can still hear conversations.  You may be out of the classroom, but what you're saying isn't.

BREAK #4  

TEACHING STRATEGIES

Give students with a hearing loss the benefit of your prior planning.  Provide them with a brief course outline early in the term.  Before each class, on the blackboard make a list of any new vocabulary or specialized terms, or give them a copy in advance to both the student and if necessary to the interpreter. 

Some teachers even offer a copy of their lecture notes.  This could mean fewer interruptions during class.  Because the student is concentrating on you and possibly an interpreter, help the deaf or hard of hearing student find a classmate to provide a copy of class notes.  Even without an interpreter, deaf or hard of hearing students may have trouble taking notes because their attention is focused on you.  Provide written directions or announcements for example test dates or schedule changes.  If you're explaining anything that will mean students must take their
eyes off you, referring to a problem on the board for example, allow enough time for the interpreter to communicate the information and for the student to focus on it.

When you show videos or instructional television, use captioned programs and decoders whenever possible.  Even if the student is using an interpreter, television and video programs move too fast for adequate communication.  On a bulletin board, in your classroom or one centrally located in the school, put any information delivered over public address systems.  You also can set up a message relay system to make sure the deaf or hard of hearing student gets all school announcements.

BREAK #5  

TIPS FROM OTHER FACULTY

When it's time to evaluate the student's work, keep in mind that a hearing loss can cause problems with grammar, syntax or fluency of expression.  Students who communicate through American Sign Language read and write English as a foreign language.  Just as you would for any student, help the deaf or hard of hearing student find assistance, language development labs or tutoring for instance.

Here are some tips about reading and writing assignments that have helped other teachers.  Understand the unique challenges deaf students face in writing English.  Allow students to meet with you before the writing assignment is due.  Allow a rewrite opportunity before the due date.  Allow deaf and hard of hearing students enough time to read in-class assignments.  Deaf and hard of hearing students may not understand idiomatic expressions, so allow time for explanation or try to avoid them.   Make sure they understand new terms and phrases.  Show them how to use a dictionary effectively.  Help them understand difficult or unusual passages.  Make sure they know how to interpret innuendo, subtlety or inference.

Meet with deaf students as early in the semester as possible to identify and outline strategies.  Explain clearly to the student what changes you will and will not allow.  For example, you will allow a rewrite before the due date but late work is unacceptable.  If tutoring is needed in a language class, or any subject for that matter, meet with the tutor and student to identify needs and strategies.  Follow up with the student about the effectiveness of tutoring sessions.  Hold the
student accountable for his or h er responsibilities.  Modify and adjust when necessary, be flexible.

Math teachers have found they need to keep these things in mind when communicating with deaf and hard of hearing student.  Don't assume these students are proficient in math because it's visual.  When writing examples on the board, be sure to write every step the deaf student could miss steps explained verbally.  In any class remember that special accommodations may be needed at test time. Deaf or hard of hearing students may need extra time if the test requires more reading and writing.  They also may need an interpreter to sign test questions.

As teachers, we are challenged by our students daily.  Deaf and hard of hearing students offer us unique opportunities.  As it is in any classroom experience, your approach can set the tone.  These guidelines and your positive attitude can help ensure a valuable experience for all of your students.  Remember, you can make a difference.

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