Hearing Challenged

Right Now

  1. Make note of the student's behaviors or other circumstances in relation to your class that you believe are impacting/may impact the student's learning. THESE are the focus of your interactions with the student, NOT any disability. Examples  – problems understanding lectures, instructions for activities, or other communication in class; technology problems such as insufficient amplification for translation services or hearing aids; difficulty participating in small groups; incomplete/inaccurate note-taking; challenges with the English language (for some hearing impaired students, ASL is their first language, rather than English); challenges with pace of class because of time lag with translation service.
  2. Speak with the student in a confidential environment. When making arrangements for the meeting, if the student needs assistance communicating, ask the student if s/he will be bringing an interpreter. Remind the student that s/he can request an interpreter for the meeting through the DSPS office. If no interpreter is available but assistance communicating is needed, set up a meeting, either face-to-face or online, that is mediated through text-based communications such as chat, discussion, text messaging, or similar methods. Or simply use paper and pencil to communicate in writing. As possible, allow extra meeting time to negotiate communication challenges during the meeting.
  3. Ask the student what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, and use these to inform your instructional practice. Note: speak directly to the student, not to a companion or interpreter if one is present. Recognize that the student will often need to break eye contact with you to follow the translation. When the interpreter voices the student's responses, keep eye contact with the student, not the interpreter.
  4. If relevant, ask the student about his/her hearing aid, streamed interpretation service, or other equipment to help you determine if simple changes like a designated seat at the front can improve learning for the student.
  5. Also discuss any concerns you have that the student has not already raised, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. You may wish to refer to the Teaching Strategies pages for ideas.
  6. If the student has an accommodation plan from DSPS, review and discuss the plan with the student.
  7. If appropriate, also see the Speaking Challenged page for further assistance.
  8. While you can't directly refer a student to the DSPS office or inquire whether the student currently works with DSPS, you CAN recommend a RANGE of campus services to the student. Discuss student support services on campus including tutoring at CAS, workshops at CAS, the DSPS office, Counseling, and other services as appropriate, and offer to refer the student as s/he wishes, using Early Alert.

Next Steps

  1. URGENT: Check all your video materials for ACCURATE closed captions. See also the closed captioning webpage for additional assistance with checking for and/or obtaining closed captioning.
  2. Train yourself to speak only when facing the students, NOT while facing the white board, projection screen, or other items on the walls of the room. Your voice will be more clear, and your lips will be visible for lip-readers.
  3. Train yourself to repeat students' questions before responding to them. The second repetition can clarify the question asked if the speaker has a soft voice, and the additional time allows a student dependent on interpreters or speech-to-text devices to keep pace.
  4. Check the functionality of the podium microphone if your classroom has one, and use it if you and the student agree that this would be helpful. If you are unfamiliar how to operate it, ask for assistance from a colleague or view the instructions for your building's smart classroom systems at Information Technology Support Services' Classroom Technology Operating Instructions page to learn. If the microphone seems to be functioning poorly, place a work order with Facilities for repair using the Online Work Order link on their webpage.
  5. Check the clarity and volume of your speaking voice in the classroom by making a recording yourself or asking a colleague to sit in on your class and provide feedback. Be sure to place the recording device/colleague at several points around the room.
  6. Establish a policy for whole class interactions where student speakers raise their hands, stand, or otherwise visually signal that they are speaking so that hearing-impaired students can better track the communications in the classroom. Use pointing or gesturing to indicate who is to speak next.
  7. Ask colleagues for strategies they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  8. Check your instructional materials for ADA, 504, and 508 compliance using this Checklist and begin retrofitting your materials to meet these federal requirements.
  9. Contact the DSPS office to request any resources they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  10. If you develop concerns regarding the safety of your student, your class, and/or yourself, contact your department chair, your dean or director, or the Vice President for Student Services for guidance.

For Future

To expand your knowledge base for working with students with disabilities:

  1. Review the Teaching Strategies page for specific strategies.
  2. Explore the Further Resources for Teachers page for links to additional guides, information, and materials to build your skills.
  3. Mine the Disability Awareness page for books, films, online video clips, and other materials to provide context to work effectively with these students.

 

Material provided for information purposes only. For legal advice, consult a legal professional.