1. Disabled Student Support Team Deaf Awareness / Teaching Deaf Students Margaret Burke

2. Deaf Awareness/Teaching Deaf Students AIMS: Gain a basic knowledge of Deaf awareness Understand how deafness impacts on learning Gain an awareness of strategies that can be adopted to ensure a positive learning experience

3. Deaf Awareness/Teaching Deaf Students Types and range of deafness How deafness impacts on learning Learning contracts and recommendations Inclusive Practice Communication guidelines Effective working with deaf students Working with support workers

4. Types of Deafness Two main types of deafness : Conductive blockage of outer or middle ear soft voice Sensori-neural damage to hair cells or auditory nerve loud voice Combination of both

5. Levels of Deafness Broadly divided into 4 main categories: 1. Mild some difficulty understanding speech in noisy situations may benefit from hearing aid may lip-read may not hear birdsong or whispering

6. Levels of Deafness 2. Moderate difficulty understanding speech without hearing aids in normal conditions benefit from hearing aids can use voice phone with amplifier

7. Levels of Deafness 3. Severe difficulty understanding speech even with hearing aid rely more on lip-reading difficulty using voice phone even with amplification and may use text phone may use sign language may not hear sounds like lorries

8. Levels of Deafness 4. Profound hearing aids may be of little or no use rely heavily on lip-reading may use sign language may use text phone, videophone or Text Relay service may not hear sounds like pneumatic drills, aircraft

9. Impacts of Deafness on Learning The main educational barrier experienced by deaf students is that of a language barrier

10. Possible Traits/Effects immature written work/lack of depth difficulty extracting meaning from text restricted vocabulary – fixed meaning incorrect verb endings/spellings syntax errors difficulty absorbing and using tech jargon longer time to read longer time to plan and produce written work

11. Possible Traits/Effects These effects are completely independent of the intellectual ability or potential of a deaf student

12. Addressing the Issues/Levelling the Playing Field Assessment of Need Interview Interim Memo/Learning Contract Recommendations

13. Possible Recommendations Note-taker/ Electronic note-taker Interpreter 1:1 specialist support for deaf students OHTs/slides etc at least 24 hours before OHTs/slides at start of lecture Language modification of exam papers Work marked for content and context Extra time/separate accommodation Subtitling/transcription of videos

14. Language Modification If you were provided with three black painted metal rods, one of which is known to be made of brass, one of magnetised steel and one of unmagnetised steel, describe how, without scratching the black paint, you would identify each of the rods.

15. Language Modification You have three metal rods. Each rod is painted black. One rod is made of brass, one is made of magnetised steel and one is made of unmagnetised steel. Describe how you would find out what each rod is made of. You MUST NOT scratch the black paint.

16. Communication Guidelines Attract their attention

17. Communication Guidelines Keep background noise to a minimum X

18. Communication Guidelines Look directly at the person

19. Communication Guidelines Make sure the light is on YOUR face

20. Communication Guidelines Don't obscure your mouth

21. Communication Guidelines Speak clearly

22. Communication Guidelines DON'T SHOUT !

23. Communication Guidelines Use facial expression and gesture

24. Communication Guidelines Use simple sentences

25. Communication Guidelines Please persevere – don't give up

26. Lipreading only 30 - 40% of all words can be seen many consonants have same lip-pattern beards and moustaches obscure the mouth unfamiliar accents unclear or fast speech difficult to read requires intense concentration new technical jargon never seen on lips before

27. Working with Support Workers Provide prep material Speak directly to the student Do not ask support staff for their opinions Support staff may ask for repetition or clarification Structured sessions Explicit delivery Regular breaks

28. Classroom Guidelines Follow general communication guidelines Give time for reading before speaking Handouts – plain English/visual Try to give glossaries Avoid idioms/plays on words Structure sessions clearly Be explicit – no 'this & 'that' Control group discussions Transcribe videos Induction loops Time-table changes

29. Presentations Sign Language Users –voice-over –faithful representation –clarification –eye contact –questions from the floor –extra time –handouts

30. Presentations Oral Deaf Students –clarity of voice –control of volume –adverse effects –alternative assessment

31. Work placements Year long paid placements –non mandatory –Access to Work –guidelines/deaf awareness Professional/Clinical placements –mandatory –university responsibility –equipment –guidelines/deaf awareness

32. British Sign Language Useful sites: www.BritishSignLanguage.com www.learntosign.org.uk www.rnid.org.uk/html/interactive/clips.htm www.signpostbsl.com www.artsigns.ac.uk

33. British Sign Language Useful resources: Start to Sign –Magill &Hodgson Dictionary of BSL/English Numerous CD ROMs/ videos – Forest bookshop Numerous factsheets – RNID, RAD, BDA, NDCS

34. Deaf Awareness Useful websites: http://www.ndcs.org.uk http://www.rnid.org.uk http://www.royaldeaf.org/simple16.htm http://www.bda.org.uk http://www.forestbooks.com http://www.cacdp.org.uk

35. Contact Details Margaret Burke Deaf Service Team Manager 0114 225 4778 m.burke@shu.ac.uk Rita Layden Sign Language Interpreter 0114 225 4778 r.layden@shu.ac.uk Melissa Collinson Deaf Service Support Officer 0114 225 6126 m.d.collinson@shu.ac.uk

36. Any questions?