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Deaf or Hard of Hearing
- Seat students who are deaf/hard of hearing where there is an unobstructed view of the professor.
- Try to repeat comments and questions asked by other students who are not in the range of vision of hearing impaired students.
- Use visual media (especially overhead projectors) as much as possible -- they are effective tools.
- Provide a script or outline of slides, films, or videotaped materials. Captioned films for the deaf are extremely helpful if they are available.
- Prepare a brief course outline, a syllabus, and a list of learning objectives for the class ahead of time.
- Supply a list of technical terminology or specialized vocabulary to the interpreter and the hearing impaired student before the lecture.
- Assure that students who are deaf/hard of hearing are informed of important information like class cancellations, class relocation, assignments, and tests by stating the details in writing in a hand out and on the chalkboard.
- Be prepared to reword sentences when a deaf/hard of hearing student does not understand what is being said. (Persons who are deaf/hard of hearing, like most of us, are not eager to draw undue attention to themselves; therefore, they may smile an acknowledgment when in fact they have not understood).
- Be objective when evaluating written materials from hearing impaired students. Advise students to seek tutoring assistance from the Learning Center when they have grammar and syntax problems and are unable to express themselves fluently.
- Direct your remarks to the deaf/hard of hearing student, not to the tutor/note taker or interpreter. The student should have the option of watching both the speaker and the interpreter.
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