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Provide written course information early and advise any changes in
writing. This includes class/tutorial outlines, lecture notes, list
of technical terms and printed transcripts of audio and audio-visual
materials. Any variations in class times, assessment criteria etc.
should be conveyed in writing as soon as possible.
Working with Interpreters
(Refer also to Appendix C: Guidelines for
Working with Interpreters)
If a student in your class has an interpreter, arrange to meet with
them. Interpreting is described as simultaneous translation but the
interpreter is always a little behind the speaker. Not all terms translate
directly into symbols so the interpreter may need to spell out each
letter of the word. If the lecturer speaks too rapidly, the interpreter
will have difficulty keeping up and the message could be lost.
Interpreting requires a lot of concentration and it is important to:
- let the students and interpreter have prior access to names and terminology
to develop technical signs;
- give a rest break of 10-15 minutes per hour;
- ensure that only one person speaks at a time;
- spell unfamiliar names or terminology on the board;
- allow sufficient time for some terms to be translated letter by letter;
- slow the speed of delivery
and summarise regularly; make sure there is adequate lighting and,
if you dim the lights to show a video or use a projector, make sure
the level of lighting
permits the deaf student to see the interpreter;
- allow extra time for responses if the subject matter is particularly
complex.
Amplification devices
There are various devices that assist amplification. Hearing aids
amplify speech and other sounds and are selected and fitted to suit
the individual. Most hearing aids function adequately within a range
of one metre from the speaker.
An audio loop (magnetic induction) system involves insulated wire
placed in a specific area of the lecture theatre. The speaker talks
into a microphone while the hearing impaired person tunes into the
appropriate frequency.
Frequency modulation (FM) and infrared (IR) systems consist of a transmitter
worn by the speaker and a receiver worn by the person with the hearing
impairment. If a student or someone else in the classroom is going
to speak for a protracted period of time, it is helpful to have that
person wear the microphone.
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Using transcribers (CART – Computer Aided Real Time Transcription)
Transcribers also facilitate communication between you and your class
and the student who is deaf or hearing impaired, by typing what is
said onto a laptop computer using shorthand skills and transcription
technology to provide real-time captioning. At the end of the lecture,
students are emailed a draft verbatim transcript of the lecture.
Teaching a group of students which includes students who are deaf
or hearing impaired
- Encourage students
with hearing impairment to seat themselves toward the front of the
lecture theatre where they will have an unobstructed
line of vision. This is particularly important if the student is using
an interpreter, lip-reading, or relying on visual cues, or using a
hearing aid which has a limited range. Use the frequency modulation
(FM) hearing system or induction loop if these are available in the
lecture theatre. Hearing aids may include transmitter/receiver systems
with a clip-on microphone for the lecturer. If using such a microphone
it is not necessary to change your speaking or teaching style.
- Try to ensure that
any background noise is minimised.
- Repeat any questions
asked by students in the lecture or class before giving a response.
- Do not speak when
facing the black/whiteboard. Be aware that moustaches, beards, hands,
books and microphones in front of your face
can add to the difficulties of lip-readers. Students who lip-read cannot
function in a darkened room, so you may need to use a lamp.
- Do not stand in
front of a light source. Standing in front of a light source puts
your face in shadow, making it very difficult
to speech read you.
- It is difficult
for a student watching an interpreter to also take notes from a power-point
slide or over-head or whiteboard. Neither
is an interpreter able to translate, at the same time, both your words
and any information given on a slide. It is important, therefore, that
all information be available in handout. Provide written materials
to supplement all lectures, tutorials and lab sessions. Announcements
made regarding class times, activities, field work, industry visits,
etc. should be given in writing as well as verbally.
- Allow students to
record lectures or, preferably, make copies of your lecture notes
available. Flexible delivery of teaching material
via visual aids and electronic media is also particularly helpful for
students who have difficult accessing information in the usual ways.
For deaf students technology, and the Internet in particular, can be
used to bridge many gaps.
- Ensure that lists
of the subject-specific jargon and technical terms which students
will need to acquire are made available early
in the course.
- Any videos or films used should, where possible, be captioned.
Videos may be ‘open captioned’ (always visible) or ‘closed
captioned (visible only when a decoder within the television set reveals
them). The Disability Adviser can arrange for the videos to be open-captioned-
please enquire as early as possible. When captioning is not possible,
you will need to consider alternative ways for students with hearing
impairment to access the information, such as through an interpreter.
- In tutorials, assist
students who lip-read by having the student sit opposite you and
ensure, if possible, that they can see all other
participants. Control the discussion so that only one person is speaking
at a time. If possible, arrange desks in a semi-circle.
- Students with a
hearing impairment, especially those with a speech disorder, may
prefer to have another student present their
tutorial papers.
- Language abilities
are often affected by hearing impairment. Many students with hearing
impairment have lower reading levels, and
a limited vocabulary, particularly those deafened in childhood. Provide
reading lists well before the start of a course so that they can begin
reading early. Consider tailoring these reading lists when necessary,
and provide guidance to key texts.
- When new materials are to be covered which involve technical terminology
not in common usage, supply a list of these words in advance to the
student and the interpreter or transcriber / notetaker.
- Do not make students
over-anxious about making mistakes, asking questions, getting through
the work, or meeting learning goals.
- It may be helpful
for students with hearing impairment to have an individual orientation
to laboratory equipment or computers
to minimise anxiety, particularly in cases where class sizes are large,
and where it may be difficult to see or hear the demonstrator.
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