This may be your first experience having a student in your class who is Deaf or hard of hearing.  If this is your first experience, you may be feeling nervous.  This is normal.  However, as you continue through the semester, you may come to realize that the student who is Deaf or hard of hearing is like any other student in the class.  The only difference is that the student cannot hear. 

Treat the student who is Deaf or hard of hearing as you would any other student.  Keep your expectations of work the same.  However, you may need to adapt your course work requirements for someone who cannot hear or speak.  Find out what the accommodation preference is for this student.    

For Deaf people using sign language, English is not their first language.  American Sign Language (ASL) has its own syntax and grammar, which is different from English.  As you read written work of Deaf students, it may appear to be “bad” English.  Not only is it difficult for them to write in a language they have never heard, but their language, ASL, does not have a written language.   For these students, writing is a different kind of challenge than it might be for other students.  

The ASL interpreter is required to follow a strict Code of Ethics as established by the Registry of Interpreters for the Deaf (RID).  The code prohibits the interpreter from providing the Deaf student with answers related to coursework. Confidentiality is also a part of the Code of Ethics.  If you have any questions of the Deaf student, the interpreter will be there to interpret for you, but will be unable to provide you with personal information concerning the Deaf student. 

The student may use a captionist instead of an ASL interpreter.  The captionist will need to sit next to the student so that the student may read the computer screen.  The captionist will save the information on a CD/disk that the student is to provide. 

Both the interpreter and the captionist are required to relay all the information that is given in class.  Please do not request that they not relay information to the student as this would be grounds for dismissal.  Feel free to either before or after class have the interpreter or captionist clarify their role in the classroom and asking how you can support their efforts in making your classroom lecture accessible to the Deaf/hard-of-hearing student. 

This can be a wonderful and unique experience!  If you have any questions or comments, you may contact the Accessibility Services Office (ASO) Coordinator, Reniece Jones, at (303)361-7395 or e-mail:  Reniece.Jones@CCAurora.edu.  If you would like to discuss your classroom situation with another instructor who has had experience in working with a student who is Deaf or hard of hearing, you may contact the Coordinator of ASO for referrals.    

CLASSROOM STRATEGIES FOR WORKING WITH STUDENTS WHO ARE DEAF OR HARD OR HEARING

·        Reserve a front row seat for the student.
·        Face the student when speaking.  Remember to speak in a natural tone of voice.
·        Make sure you speak directly to and make eye contact with the student.  Avoid looking at the interpreter and saying, “Tell him/her (meaning the Deaf student)....”
·        Allow the captionists or the interpreter to accompany the student.
·        Build in as many visual aids as possible into your classroom presentation.
·        Allow time for the interpreter/captionist to review lecture notes and other handouts prior to class. 
·        Provide the interpreter/captionist with a list of unique vocabulary and acronyms.  While lecturing, it is helpful for both the interpreter/captionist and the student when you write a new vocabulary word or acronym on the board.
·        Be sure that films and other audiovisual materials are made available for the interpreter to view prior to class.

SPEECH READING TIPS

When speaking to a person who is Deaf or hard of hearing, remember to:

·        Remove your cigarette, cigar, pipe, or gum before talking.
·        Trim your beard and mustache; otherwise they can obscure your lips.
·        Communicate in quiet places.
·        Communicate in environments that are not visually distracting.  A lot of people moving behind the speaker or brightly colored and patterned walls can compete with effective communication.
·        Face the deaf person.
·        Sit where the light is on your face and not behind you.
·        Talk without moving your head from side to side. Resist putting your hands on or near your mouth as you speak.  Speak naturally and with expression.

SPEECH READING FACTS

Do not assume people who are Deaf or hard of hearing can speech read.  Here are a few reasons why this assumption cannot be made. 

·        At best, only 30% of speech is clearly visible on the lips.
·        Speech reading is a skill that must be learned and practiced.
·        Not all Deaf people are skilled at speech reading.  
·        Residual hearing may enhance a person’s speech reading ability.

 Speech reading can be affected by:
·                    A speaker’s pronunciation and speech patterns.
·                    A speaker’s facial expressions and body language.
·                    The Deaf person’s training.
·                    The Deaf person’s familiarity with the speaker.
·                    Environmental factors such as light, motion, color, and noise.
·                    The Deaf person’s familiarity with the terms and expressions.
·                    The length of the utterance:  the longer the sentence, the more difficult it is to speech read the message.

 The Deaf person’s awareness of the context of the spoken message.  Information from Working Together: Deaf and Hearing People, by Mary Rees and Eleanor Stauffer (1987) to be used for training staff.   Adapted for CCA.

HOW TO MAKE A CALL TO A STUDENT WHO IS DEAF OR HARD OF HEARING USING COLORADO RELAY
 

It’s easy!! 

1. First, dial 7-1-1.

2. Give the operator the area code and TTY number of the person you want to call.

3. The operator will assist you through every step.

4. While the operator dials the number, you will be off the line, but continue to hold.

5. The operator will come back on line with the message of the person with the TTY.

6. Talk to the operator just like you would talk to the person directly.

7. The Deaf person will talk to you the same way through the operator.  That’s all there is to it!

COLORADO RELAY:  INTERESTING ITEMS 

1. Relay operators are bound by confidentiality not to reveal your conversation to anyone else.

2. They will pass on to the Deaf person if you are male or female.

3. They will let the Deaf person know when you laugh or sound happy or sad.

4. Don’t be shy!  Most people are a little shy the first time, but that’s O.K.  People are very patient.

This information is from the Magnet School of the Deaf (MSD) (1995) and adapted for the Community College of Aurora to be used for training staff.

HOW TO MAKE A CALL TO A DEAF STUDENT USING INTERNET RELAY

Internet Relay:  www.sprintrelayonline.com
Equipment required:  Computer, Internet service

HOW TO MAKE A CALL TO A DEAF STUDENT USING VIDEO RELAY 

Video Relay Service:  www.covrs.com

Equipment required:  Computer, web camera, special video software, high speed Internet access (Cable, T-1, DSL, or ISDN  For more information, visit www.covrs.com. 

 THE ROLE OF THE INTERPRETER 

The interpreters provided by CCA are trained professionals and are required to follow the Code of Ethics as outlined by the Registry of Interpreters for the Deaf.  The following is a description of what the interpreters are responsible for in the classroom.

WHAT INTERPRETERS WILL DO

 Interpret auditory stimuli into American Sign Language (ASL), or translate auditory stimuli into sign communication, word for word, idea for idea, depending on the need of the student.  The interpreter will sign what the instructor is saying, any comments from the students in class, and any extraneous noises such as overhead aircraft.

• Sit or stand near the instructor in order to both understand what is being spoken, and to provide to the student visual access of both the instructor and the interpreter at the same time.  This enables the student to be able to read the signs of the interpreter, and to observe facial expressions and body language of the instructor.  This provides the student additional information such as tone and mood of the instructor.

• Voice what the Deaf or hard of hearing student is signing. 

• Wear clothing with colors that contrast with the skin tone of the interpreter in order to lessen eye strain for the Deaf or hard of hearing student.  The student may also request that the blinds be closed because of the possibility of glare interfering with vision. 

• Keep information presented during class or conferences confidential.

 WHAT INTERPRETERS WON’T DO

• Add or delete information/explain, define, or repeat information.

• Take responsibility for students’ absences or classroom performances.

• Take notes or pass out papers.

• Provide non-interpreting services during tests.

• Participate in class discussions or activities.

• Attend class when the student is absent.

ASO/RJ/092105