Presentation on theme: "UNDERSTANDING THE EXPERIENCE OF STUDENTS WHO ARE DEAF OR HARD OF HEARING: An Introduction and Strategies for Course Design and Delivery Presented by: Canadian."— Presentation transcript:
UNDERSTANDING THE EXPERIENCE OF STUDENTS WHO ARE DEAF OR HARD OF HEARING: An Introduction and Strategies for Course Design and Delivery Presented by: Canadian Hearing Society & Centre for Students with Disabilities 1
Welcome and Introductions Impact of Deafness and Hearing Loss Strategies for facilitating an inclusive learning experience Questions 2
One day, ac e a ange lile an and aded e co o oe agic ean 14
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 15
Watch the following video to learn more about Hearing Aids and personal FM systems. 16
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. 18
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.
ASL is a visual-gestural language, with its 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. 21
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 cant be seen. Example…… Kite Height Night Maybe Baby Pay me 22
The environment they grew up in, familiarity with the situation, lighting, number of speakers, stress use of technical or unfamiliar vocabulary speakers enunciation and rate of speech and any natural aptitude a person might have 23
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. 24
ETIQUETTE Face the deaf person with whom you are talking; dont 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. 26
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. 27
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 28
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……. 29
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??!! 34
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.
Summary of 3 UDL Principles: I.Present information & content in different ways. II.Differentiate the ways students can express what they know. I.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.
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.
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.
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 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.
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
Questions/Comments We will be sending out a short survey. Your feedback would be much appreciated.
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