WHAT ARE EFFECTIVE ACCOMMODATIONS FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING?

A hearing loss will affect an individual's ability to acquire and transmit language through speech. The degree of hearing loss (mild, moderate, severe or profound) will affect the method of communication that the student uses. Some students will rely on residual hearing and lip reading; however, only 30 to 40 percent of spoken English may be understood through lip reading. Some students will use some combination of speech, sign language and finger spelling to communicate. In addition, Assistive Listening Devices have proven to be an effective teaching tool for students with hearing loss.

The main form of communication in the adult deaf community is American Sign Language (ASL). ASL is a visual language with its own grammar and syntax that does not reflect the syntax of English. As a result, many students who are deaf may not have mastered the
syntax of their "second language"-English. While instructors should not overlook errors in written or spoken communications, they should realize that the student's difficulty is similar to that experienced by students for whom English is a second language. In the classroom, students who are deaf may perform better on exams translated into sign language.

Students who are deaf may require accommodations in the classroom, including note taking services, copies of instructors' notes, and sign language interpretation. Interpreters neither add nor delete from any interaction that takes place. Everything that is voiced is interpreted into sign language, and everything signed by the
student is voiced. Faculty and staff are encouraged to read about and understand their students' concerns. Please contact DSS for additional information.

DSS OFFERS THE FOLLOWING SUGGESTIONS:

• The interpreter does not act as a counselor, note taker, tutor, aide, participant, or instructor. Concerns about a student's progress should be discussed directly with the student or with DSS.
• Students should have a clear view of the instructor and the interpreter. In class, the interpreter will attempt to stand or sit in direct line with you, the student, and any visual aids.
• For visibility, avoid standing in front of windows and other light sources.
• Try to avoid speaking when the student can't see your face, i. e., talking when writing on the board. Also write every step of a procedure on the board, for the student may miss verbal cues.
• Sometimes, you may need to get the attention of a deaf student. Lightly tap him or her on the shoulder, or wave your hand in the student's peripheral vision-not in front of the face.
• If possible, meet with the interpreter before the first class to share outlines, texts, agenda, and the class syllabus. Throughout the term, supply lists of technical terminology in advance to the student and the interpreter. Consider providing a copy of lecture notes to the deaf student.
• Whenever possible, use visual aids, which benefit all students.
• The interpreter is often a few words behind the speaker; the instructor should allow the interpreter time to finish each concept.
• Consider breaks during long lectures. Signing and watching an interpreter require more attentiveness than simply listening.
• Instructors should call on students in class and expect responses. It is important to face the student and speak directly to the student.
• Provide written changes or announcements to the deaf student.
• For interactive situations, semi-circles or circles work best for deaf or hard-of-hearing students.
• Provide reasonable testing accommodations, as recommended by DSS.
• Maintain direct communication with the student, not the interpreter. Communicate through the interpreter, not with the interpreter. Look at the student when you are talking, not at the interpreter. Use "I" and "you" when you communicate with deaf individuals using an interpreter. Use of third-party phrases such as "ask her" or "tell him" can be confusing. Remember the interpreter's role: to facilitate communication