1. Do’s and Don’ts of Effective Communication with Students who are Deaf or Hard of Hearing Trudy M. Luken, M.A. Lorena Ramirez, MSW, CI & CT 2010

2. Nondiscrimination in Higher Education What’s the law? Rehabilitation Act of 1973 The Americans with Disabilities Act of 1990 (ADA) Who is protected? Any individual who has a physical or mental impairment which substantially limits a major life activity.

3. Impact on Higher Education Must provide reasonable accommodations. Must provide reasonable accommodations. Must provide “auxiliary aids and services”. Must provide “auxiliary aids and services”. May not charge money for reasonable accommodations. May not charge money for reasonable accommodations.

4. Code of Professional Conduct Interpreters are bound by a Code of Professional Conduct to interpret EVERYTHING, including comments made to other people, "thinking out loud" and sounds that others in the same room react to such as sirens and doors slamming. Interpreters are bound by a Code of Professional Conduct to interpret EVERYTHING, including comments made to other people, "thinking out loud" and sounds that others in the same room react to such as sirens and doors slamming. Principles followed by interpreters of all languages include: faithful rendering of the message, confidentiality and discretion in determining their ability to interpret in individual situations. Principles followed by interpreters of all languages include: faithful rendering of the message, confidentiality and discretion in determining their ability to interpret in individual situations. www.rid.org

5. Getting the Student’s Attention Do’s Hand waving; Hand waving; Turn the room lights on & off; Turn the room lights on & off; Gently stomp on the floor, or tap one’s hand on the top of a table; Gently stomp on the floor, or tap one’s hand on the top of a table; Gently tap on the shoulder twice; Gently tap on the shoulder twice; Allow room for hands to move; Allow room for hands to move; Make eye contact; Make eye contact; Speak directly to students ; Speak directly to students ; Have appropriate lighting. Have appropriate lighting.

6. Communication with a Hard of Hearing Person (Do’s & Don’ts) Get the person’s attention first and make eye contact. Face the person, and have adequate lighting. Speak up, but do not shout. Speak slowly and clearly, but do not over-enunciate, ask if message was clear or understood. Try to avoid chewing gum or placing your hands by your mouth.

7. Effective Communication Do’s Treat a person with a hearing loss with the same respect Treat a person with a hearing loss with the same respect you would any other person. Deafness is Isolation. By approaching a person with a Deafness is Isolation. By approaching a person with a hearing loss, you make them feel welcome and more part of the class. Students have the right to sit wherever they choose to in class. Empowerment is the Key. Students have the right to sit wherever they choose to in class. Empowerment is the Key. Invite the student to participate in class. They too, Invite the student to participate in class. They too, can answer questions. (Opened Captioned Movies)

8. Working with ASL Interpreters Don’ts Speak directly to the student NOT the interpreter and avoid using terms such as “Tell him” or “Tell her.” Speak directly to the student NOT the interpreter and avoid using terms such as “Tell him” or “Tell her.” Confidentiality - Do not share grades with interpreters, or academic information about the student. Confidentiality - Do not share grades with interpreters, or academic information about the student. Interpreters DO NOT; Tutor, Advise, Take Notes, Run Errands, Proctor Exams, Participate or Baby Sit Students. Interpreters DO NOT; Tutor, Advise, Take Notes, Run Errands, Proctor Exams, Participate or Baby Sit Students. Note takers will be provided by Note takers will be provided by volunteer peer students or by an volunteer peer students or by an assigned SSD note taker.

9. Working with ASL Interpreters Can only interpret for one person at a time. Can only interpret for one person at a time. Waits for the student outside of class, 15 minutes for Waits for the student outside of class, 15 minutes for every hour of class. Sometimes two interpreters will be needed in class. Sometimes two interpreters will be needed in class. Provide handouts, reading materials, etc. Provide handouts, reading materials, etc. Interpreters CAN answer questions regarding their Interpreters CAN answer questions regarding their field of work. field of work. **Contact the SSD Office for Information Regarding the Student

10. Using FM Systems in the Classroom The transmitter changes the electrical signal from the microphone into an FM signal, which is sent to the student’s receiver. The transmitter changes the electrical signal from the microphone into an FM signal, which is sent to the student’s receiver. As the instructor’s mouth is close to the microphone, background noise is much softer by As the instructor’s mouth is close to the microphone, background noise is much softer bycomparison.

11. Using FM Systems in the Classroom FM systems consist of a microphone, a transmitter, a receiver along with some way to bring the sound to the ear. FM systems consist of a microphone, a transmitter, a receiver along with some way to bring the sound to the ear. The instructor wears the microphone and transmitter. The instructor wears the microphone and transmitter. The microphone is placed eight inches or less from the instructor’s mouth. The microphone is placed eight inches or less from the instructor’s mouth.

12. Contacting the Student Video Relay Service Text Email SSD Office

13. Helpful Resources http://www.ada.gov http://www.ada.gov http://www.ada.gov www. rid.org www. rid.org www. rid.org www. rid.org www.nad.org www.nad.org www.nad.org www.nmrid.org www.nmrid.org www.nmrid.org www.nmrid.org www.eprid.org www.eprid.org www.eprid.org www.netac.rit.edu www.netac.rit.edu www.netac.rit.edu http://www.gallaudet.edu http://www.gallaudet.edu http://www.gallaudet.edu http://www.gallaudet.edu http://www.eeoc.gov/charge/overview_charge_filing.html http://www.eeoc.gov/charge/overview_charge_filing.html http://www.eeoc.gov/charge/overview_charge_filing.html http://www.hearingloss.org/advocacy/discrimination.rtf http://www.hearingloss.org/advocacy/discrimination.rtf http://www.hearingloss.org/advocacy/discrimination.rtf

14. Thank You!