Academic Advising: Working with Hard-of-Hearing and Deaf Students Martha R. Smith, M.A. Oregon Health & Science University Center on Self Determination Cheryl D. Davis, Ph.D. WROCC Outreach Site at Western Oregon University 6/30/02

2 PEPNet Regional Centers

3 Hard of Hearing & Deaf Students on your Roll ASL Will they understan d me? I Can’t Sign! I want them to feel welcome and a part of campus!! Oral What if they ask me a question?

4 Communication Tips Hard of Hearing ∙ Deaf ∙ Late-deafened Hard of Hearing –Speechreading –Amplification –No separate culture Deaf –Sign language –Deaf Culture Late-Deafened –Speechreading –Print –English sign systems –No separate culture

5 Communication Tips ~The Eyes Have it!~ Get the person’s attention Maintain eye contact Be aware of speechreading realities Don’t yell

6 Communication Tips Use Your Personal Resources ACT… Use natural gestures Pantomime Be yourself! WRITE… Paper and pencil Computer with large font Getting the message across is more important than how …but one thing at a time, please!

7 Communication Tips When to Use Other Resources If you are… Advising Counseling Having in-depth discussions Answering questions Providing core curriculum information Meeting for more than 5 minutes... Use an Interpreter…

8 Communication Tips When to Use Other Resources Makes it easier to focus on content Reduce background noise Help reduce fatigue Can be used with or without hearing aids Can be used with cochlear implants …or an Assistive Listening Device!

9 IPED/NCES Report There is a 79% attrition rate among students who are deaf or hard of hearing in two- and four-year colleges and universities.

10 Advising Issues: Self-Accommodation May not want teachers to know they have a hearing loss May ‘jump’ classes to find a professor they can understand Often have difficulty speechreading individuals with accents, fast speech, or moustaches May find lectures easier to follow than discussions Might not use disability services or know what assistance is available

11 Advising Issues: Nuances of College Catalog Language Terminology –Course prerequisites –Electives –Courses for majors –Pre-approval for non-majors Don’t rely on words alone Set up a balanced schedule –Be aware of adjustment issues Watch for misunderstandings –Beware the head nod! –Provide a written document of decisions/outcomes

12 Advising Issues: Surprise! 1 = 2 For every hour in class the student will spend about two hours outside of class doing related work Deaf/HH students can’t just call up a friend or get together with a group to discuss class materials.

13 Advising Issues: Exploring Interests Don’t assume the student is interested in: –Sign Language Interpreting –Deaf Education –Rehabilitation Counseling Do… –Explore interest areas –Help student match skills and interest Don’t underestimate career options Be cautious of standardized test results

14 Advising Issues: Hands-On Classes Students must watch the explanation and THEN do activity Consider scheduling breaks immediately after labs Avoid scheduling more than one lab class each term

15 Advising Issues: Reading- Intensive Classes ASL-English differences –ASL has no passive voice –3D versus linear –Homonyms Balance course selection where possible… –Religion vs. philosophy –Contemporary vs. Renaissance writers –Novel vs. poetry Foreign language study is still an option!

16 Advising Issues: Writing- Intensive Classes Lack of “informal” writing practice. Formal writing (e.g., term papers, tests) may be bulk of writing experience. Avoid scheduling multiple writing- intensive classes in the same term. Introduce student to writing lab.

17 Remember… Use interpreters/ALDs when needed Don’t assume student knows jargon Be aware of issues related to: –Hands-on classes/labs –Reading-intensive classes –Writing-intensive classes Explore student’s interests Help student adjust to college life

18 Cheryl D. Davis, Ph.D. WROCC Outreach Site at Western Oregon University (v/tty) Martha R. Smith, M.A. Center on Self Determination Oregon Health & Science University x x131