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DeafTEC is supported by the National Science Foundation under award number DUE – 1104229. Any opinions, findings, and conclusion or recommendations expressed.

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Presentation on theme: "DeafTEC is supported by the National Science Foundation under award number DUE – 1104229. Any opinions, findings, and conclusion or recommendations expressed."— Presentation transcript:

1 DeafTEC is supported by the National Science Foundation under award number DUE – Any opinions, findings, and conclusion or recommendations expressed in this material are those of the authors(s) and do not necessarily reflect the views of NSF. HI-TEC Preconference Workshop Using Universal Design Principles to Improve Student Learning and Success

2 Presenters Panelists Participants Introduction

3 Donna Lange Center Director, DeafTEC Associate Professor Information & Computing Studies Gary Long Co-PI, DeafTEC Associate Professor Liberal Studies Senior Advisor to the President for Research Myra Pelz Co-PI DeafTEC Associate Professor Information & Computing Studies National Technical Institute for the Deaf Rochester Institute of Technology Rochester, NY Paul Bernella DeafTEC Trainer Adjunct Professor ASL-ESOL Patricia (Trish) Phelps DeafTEC Trainer Professor Biology Erika Shadburne DeafTEC, Subaward PI Assistant Dean of Arts and Humanities Associate Professor of ASL-ESOL Austin Community College Austin, TX Theresa Johnson DeafTEC, Subaward PI Director, Educational Resource Center on Deafness Texas School for the Deaf Austin, TX

4 Panelist Barbra Beggs, Interpreter Amy Johnson, TSD Student Ronald Mahnick, ACC Student Trish Phelps, ACC Biology Professor

5 Interpreters Madi Chase-Wolfe Amanda Katz Jacob Stacy Captionist Polly

6 Goals Universal Design Principles in Instruction Perils of Lecturing Experience and Discussion Panel DeafTEC Website Resources Strategies and Approaches Plan for Change Form Wrap Up & Evaluation Agenda

7 1.Gain an understanding of Universal Design for Instruction 2.Learn about potential pitfalls and perils while lecturing in the classroom 3.Understand the student’s perspective of access 4.Learn about Deaf/ASL Culture 5.Learn about the resources available through DeafTEC 6.Create a personal plan for classroom strategies Workshop Goals

8 An NSF ATE National Center of Excellence Goal: To successfully integrate more deaf/hh individuals into the workplace in highly skilled technician jobs in which these individuals are currently underrepresented and underutilized. A resource for high schools and community colleges that educate deaf/hh students in STEM-related programs and for employers hiring deaf/hh individuals. DeafTEC is supported by the National Science Foundation under award number DUE

9 Plan for Change Guiding Questions – Which of my current teaching strategies makes access for deaf/hard of hearing students in my classes more difficult? – How might I modify strategies on improving access to learning?

10 Lecture Experience & Discussion

11 Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do 1- Use a document camera when reading aloud or referring to text. 2- Have PowerPoint and lecture notes available to the students before class 3- Treat all students equally 4- Have a positive/flexible attitude

12 Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 5- Interpreters are not always an accurate reflection of students when voicing for them 6- Be aware of “process time,” which is the time required to process information into another language. Slow down! It may be beneficial to take small pauses or a short break

13 Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 7- While using PowerPoint slides, overheads, or other similar material, give students time to read before moving on 8- Allow Deaf students to have access to the first few rows in class on the first day

14 Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 9- Don’t force groups of deaf/hard of hearing students to work together. Well before you establish groups, ask students privately for their preferences in group assignments 10- If you are using a laser pointer, allow the pointer to remain on the object for an extended period.

15 1.Class climate 2.Interaction 3.Physcial environment and products 4.Delivery methods 5.Information resources and technology 6.Feedback 7.Assessment 8.Accommodation Principles of Universal Design for Instruction (UDI)

16 UDI Principles & Examples 1)Class Climate: – Demonstrate respect for diversity and inclusiveness. Ex: Statement in syllabus stating willingness to discuss accommodations. 2) Interaction: – Encourage regular and effective communications between the instructor and student peers. Ex: Set communication expectations/rules at start of class.

17 3) Physical Environments and Products: – Make sure that facilities, activities and materials are accessible and usable by all. Ex: Check line of sight and safety procedures. UDI Principles & Examples

18 4) Delivery Methods: – Use multiple methods to deliver content and if possible allow students to select. Ex: Lectures, online exercises/problems, text, cooperative learning, group & individual products, hands on activities. UDI Principles & Examples

19 5) Information Resources and Technology: – Course materials, assignments and notes are available on demand. Ex: Post course PPts, assignments, notes etc. on line so they are available to students and support team. 6) Feedback: – Provide specific ongoing feedback. Ex: Provide feedback on parts of large projects, be a contributor during online discussions. UDI Principles & Examples

20 7) Assessment: – Regularly assess student progress with multiple methods and tools. Ex: Assess both group and individual work using written and hands on assignments. UDI Principles & Examples

21 8) Accommodations: – Plan for accommodations for students whose needs are not met by the instructional design. Ex: Change to a wheelchair accessible room, plan for the deaf student to sit near the interpreter in class and be at the front of the line on a field trip. UDI Principles & Examples

22 Panel

23 Student Questions UT Video What is it like to communicate in groups with hearing students? What are some of the challenges you face when the teacher’s content and ideas are being expressed through an interpreter?

24 Faculty Questions What are the the challenges of having deaf/hard-of-hearing students in the classroom? How has having deaf/hard-of-hearing students in your classroom enhanced your teaching experience?

25 Interpreter Questions What are some ways that you have seen instructors make good accommodations for interpreters to equally include deaf students? What is the interpreter role?

26 Resource for deaf and hard-of-hearing students and their parents, teachers, guidance counselors and employers – Five resources 1.Best Practices for Teaching (ClassAct) 2.STEM Careers 3.English Resources 4.Math Resources 5.Employer Resources

27 Views

28 Medical Views Hearing loss (types) Physiology Deafness Audiogram

29 Cultural View Deaf Culture ASL Communication Behavior Identity-Deafhood and ASL Contributions and Deaf Gain

30 Communication Tips

31 Communication Points Communication is vital to success of any endeavor Communication takes two People need to work together Ask- “What can I do to make it easier for the two of us to communicate?” Group versus one on one

32 General Communication Strategies Eye contact Topic of discussion Gestures, body language, facial expressions Environment conductive to communication

33 Group Communication Strategies Agenda Visual Aids Layout of room = good communication Vital information Minutes or notes for references

34 Classroom Strategies Line of vision PowerPoint Usage – pacing yourself – less is more Lag time referencing text

35 Lecture Strategies Ask the student Speak with another teacher who has worked with the student or other students who are deaf or hard of hearing Be available for consult with service providers Work as a team

36 Working with Interpreters

37 Visual Communication ASL- American Sign Language Sign Language Transliteration Oral Interpreting Cued Speech Deaf Blind Interpreting

38 Code of Ethics Confidentiality Render the message faithfully Neutrality Mannerism appropriate to the situation Preparation Professionalism

39 Interpreter Role Facilitate communication Sight Lines References Turn Taking

40 Tips Environmental Considerations – Lighting – Position – External Noise – Amplification

41 Tips Importance of Student Feedback to the Interpreting Process – Head Nod/Manual Feedback – Facial Expression – Student Participation

42 Tips Meet with the interpreter before the first class to share outlines, texts, agenda, technical vocabulary, class syllabus, and other background information that would be pertinent Speak naturally at a reasonable, modest pace Use I and you Avoid use of ‘this’ and ‘that’

43 Tips Look directly at the person Avoid talking while students are focused on written class work Strategic breaks Captioned films and videos Testing modifications and accommodations

44 Improving Communication Organized thoughts Changes in Instruction Prep Materials Group Presentations

45 Labs and Group Work Traditional Labs vs. Outdoor Labs Computer Labs Group discussions/seminars Participation- part of grade? Multiple students per group Safety: student and interpreter

46 The 3 P’s Pacing: – Slow and fast paced lectures Pausing: – Micro-breaks Physical Demands: – Mind and Body

47 Plan for Change Form Describe the area(s) you plan to work on this year Describe the goals for change(s) Describe strategies to achieve the goal(s) Describe methods/tools you will use to document and evaluate your progress

48 Wrap Up and Evaluation Questions, comments, suggestions Evaluation


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