|
|
|
|
Deafness and Hearing Impairments
|
|
|
|
|
Deafness / Hearing Impairments | More individuals in the United States have a hearing impairment than any other type of physical disability. A hearing impairment is any type or degree of auditory impairment while deafness is an inability to use hearing as a means of communication. Hearing loss may be sensorineural, involving an impairment of the auditory nerve; conductive, a defect in the auditory system that interferes with sound reaching the cochlea; or a mixed impairment, involving both sensorineural and conductive. Hearing loss is measured in decibels and may be mild, moderate, or profound. A person who is born with a hearing loss may have language deficiencies and exhibit poor vocabulary and syntax. Many students with hearing loss may use hearing aids and rely on lip reading. Others may require an interpreter. |
Accommodations may include: - seating in the front of the classroom
- written supplement to oral instruction, assignments, and directions
- visual aids as often as possible
- speaker facing the class during lectures
- speaker repeating the questions that other students in the class ask
- note taker for class lectures
- test accommodations: extended time, separate test location, proofreading of essay tests, access to work processor, interpreted directions
- unfamiliar vocabulary written on the board or a handout
- small amplification system called an FM loop system
- interpreter seated where the student can see the interpreter and the lecturer
- excess noise reduced as much as possible to facilitate communication
Working with Students with Hearing Impairments and Deafness - Be sure you have the hearing-impaired person's attention before beginning to speak. This may necessitate physical contact.
- Be sure there is a direct line of vision between yourself and the hearing-impaired person. Maintain eye contact. This eye contact conveys a feeling of direct communication even though an interpreter is present.
- Don't assume all hearing-impaired people use the same mode of communication. Ask the person what their preferred mode of communication is. Don’t assume they are a "lip reader" or a "signer."
- Don't shout- you will only embarrass yourself. Don't exaggerate lip movements. Exaggerating makes lip reading impossible. Speak at a normal speed unless asked to slow down. Don't put things in your mouth such as cigarettes, cigars, pipes, or gum.
- Circular seating arrangements offer deaf or hearing impaired students the best advantage of seeing all class participants. When desks are arranged in rows, keep front seats open for students who are deaf or hearing impaired and their interpreters.
- When appropriate, ask for a hearing volunteer to team up with a deaf or hearing impaired student for in-class assignments.
- Be aware of lighting. Any light source behind you will put your face in shadow and create a glare for the visually impaired person who is talking to you, making lip reading nearly impossible.
- Use clear speech. Be direct. Avoid using idioms or colloquial expressions. Short sentences are easier to understand than long ones.
- Try to stay on the topic of discussion and make the topic clear. Hearing-impaired people who lip read pickup words in context which helps them follow the conversation more easily.
- Use gestures and facial expressions, body language and pantomime to help the communication. In group settings, suggest that only one person speak at a time. Enforce this suggestion.
- If you have a hard time communicating an idea, rephrase it. Rephrase what you have said rather than repeating the same words again. Some lip movements and therefore some words are harder to lip read than others.
- Use open-ended questions which need more than a "yes" or "no" answer. Do not assume that the hearing-impaired person understands if they nod their head. Open-ended questions assure that your information has been communicated.
- Don't be embarrassed about communicating with paper and pencil. It is OK to write notes. Remember to keep the notes simple and direct. Assist in filling out forms.
- If a student uses an FM-assisted listening device, clip the device on your clothing and try to remain within the broadcasting area (usually 20-40 feet) during lectures.
- If you are using an interpreter, speak directly to the deaf person, not to the interpreter. Don't say, "Ask him. . ." or "Tell her. . ."
- Be aware that deaf people who use sign language as their primary language regard English as a second language; therefore, their grammatical constructions may vary from standard English.
- It may take a while to get used to the speech of a person with a hearing impairment. But never pretend to understand the person if you are having trouble doing so. Repeat what you understand and give the student a chance to clarify for you. Remember, communication is the goal.
- Be patient.
- When in doubt about how to assist the student, ask him/her.
- Allow the student the same anonymity as other students (i.e., avoid pointing out the student or the alternative arrangements to the rest of the class).
|
|
|
|
|
|
|
|
|
