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Disability Services: Working with Students Who Are Deaf or Hard of Hearing. Rosemary Coffman, PhD, CRC . Presentation Overview . Introduction The Law Deafness defined Communication tips Classroom accommodations Universal Design Lee College’s Office of Disability Services

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Disability Services:Working with Students Who Are Deaf or Hard of Hearing

Rosemary Coffman, PhD, CRC

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Presentation Overview

  • Introduction

  • The Law

  • Deafness defined

  • Communication tips

  • Classroom accommodations

  • Universal Design

  • Lee College’s Office of Disability Services

  • DO-IT Prof Project

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  • In the U.S., 45 million adults with a disability

  • 28 million with a hearing loss

  • Understanding and support of faculty and staff is critical

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The Law

Section 504 of the 1973 Rehabilitation Act

“No otherwise qualified person with a disability shall , solely on the basis of disability, be denied the benefits of, be excluded from participation, or be subjected to discrimination under any program or activity receiving federal financial assistance”

The Americans with Disabilities Act Civil rights legislation which reaffirms the 504 regulations and brings new attention to disability issues and the rights of people with disabilities

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Deafness Defined

  • Beyond the audiogram

  • Prelingual versus postlingual

  • Implications on learning English

  • Mode of Communication

    • Oral

    • American Sign Language

National Information Center on Deafness

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Communication Tips

  • Even a small impairment will hamper understanding

  • Get the person’s attention

  • Face the person

  • Make sure the person can clearly see your mouth and face

  • Try to talk in a quiet area

  • Speak and enunciate clearly and normally

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Communication Tips (con’t)

  • Use your voice, but don’t shout

  • Use facial expressions and body language

  • Be sensitive to whether the person is understanding

  • Write technical or difficult vocabulary on the board

  • Rephrase sentences

  • Use paper/pencil or visual aids as necessary

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  • Problems with English are common

  • The interpreter’s role is to facilitate communication

  • The best source of information is the student

  • If the student is not watching, he or she is not listening

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Classroom Accommodations

  • Sign language interpreters

  • Seating arrangements

  • Provide written information as much as possible

  • Repeat questions and comments of the other students

  • Notetakers

The Faculty Room

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Using an Interpreter

  • Rights and responsibilities

  • Role of the interpreter

  • Interpreter’s code of ethics

  • Speak directly to the student

  • Lee College Policy

    • If the student does not come or is late

    • If the interpreter does not come or is late

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Other Support Services

  • Relay Texas

  • Tutoring

  • Interpreting services outside the classroom

  • Closed captioning

  • E-mail

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Universal Design

  • Universal design in learning

    • new paradigm for teaching, learning, assessment, drawing on new brain research and new media technologies to respond to individual learner differences

  • Examples:

    • Provide multiple representations of the material and means of expression

    • Provide multiple ways of motivating and engaging students

Universal Design in Learning

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Hard of Hearing

  • Frustrations

  • Lip-reading / facing the person

  • FM loop system

Self Help for the Hard of Hearing

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Lee College’s Office of Disability Services

  • History

  • Process

    • required documentation

    • accommodation request

    • Faculty input

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General Suggestions / Resources

  • Statement in the syllabus

  • Select materials early

  • Referrals to Disability Services Office

  • Faculty Guide

  • Internet resources

Postsecondary Education Consortium

Internet resources related to hearing loss

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DO-IT Prof Project

  • National Project

    • Collaboration of 25 Colleges and universities and their partner schools

  • Creation of Materials

    • Workshops

    • Internet/Web training

    • Videos/handouts