Communication disability is defined as an impairment in the processes of speech, language or hearing.

(a) Deaf/hard of hearing means a total of partial loss of hearing function which impedes the communication process essential to language, educational, social and/or cultural interactions.

(b) Speech and language impairments mean one or more speech/language disorders of voice, articulation, rhythm and/or the receptive and expressive processes of Language.

SUGGESTIONS FOR HELPING STUDENTS WITH COMMUNICATION DISABILITIES IN YOUR CLASSROOM:

Because classroom lighting is important, do not stand in front of a window or bright light when talking.

Be sure to face the student when talking. Speak slowly and do not over exaggerate your lip movements.

Keep your hands away from your face. Facial activities such as cigarette smoking, vigorous gum chewing, or biting your lips prevent clear communication.

Be aware that individuals who can hear make the best lip readers. It takes a great deal of concentration to lip read, only 30% of lip read information is understood.

If you see a student with a hearing aid, this does not mean that the student can understand verbal language. The student may require an alternative form of communication, (i.e., an interpreter, notetaker, or use of other hearing aid devices.)

When using an interpreter to communicate with a student, address the student directly saying “How are you today?” versus “How is she today?”

Many deaf/hard of hearing students do not hear tone of voice, therefore, some expressions, such as sarcastic statements, might be misleading if taken literally. Try to avoid giving misleading information this way. Also, try to avoid using idioms or colloquial expressions.

Do not assume that the person who is deaf understands if they nod their head.

Do not hesitate to write simple and direct notes when necessary to communicate with a student.

SEATING

Because a student with a hearing impairment depends on visual cues, Seating near the front without obstruction is an important consideration.

If a student has a unilateral hearing loss, he or she should be seated so that maximum use of the good ear is permitted.

PARTICIPATION

Because of a time lag between the spoken word and the interpretation, the student’s contribution to the lecture or discussion may be slightly delayed.

Students may have some speech and/or language impairments. Although this does not affect a student’s ability to learn new information, some difficulty in the acquisition of new vocabulary may lead to reluctance to participate in class.

TESTING

Most students will be able to take tests and evaluations in the same way as other students. Some may need additional time in order to gain a full understanding of the test questions.

It has been found that if the test is written, some students do better if an interpreter reads and translates the questions to the student in sign language. However, many other students prefer to read tests themselves. If the method of evaluation is oral, the interpreter can serve as the reverse interpreter for the student. Avoid orally administered exams requiring written answers.

The primary form of communication within the deaf community is sign language. In view of this, many deaf/hard of hearing persons have not mastered the grammatical subtleties of their “second language” -- English. This does not mean that instructors should overlook errors in written (or spoken) work. However, they should know that this difficulty with English is not related to intelligence, but is similar to that experienced by students whose native language is other than English.

INTERPRETERS AND NOTETAKERS

Some of the students will attend classes with an oral or sign language interpreter. The interpreters will usually situate themselves in front of the class to interpret lectures and discussions.

Because class formats are so varied, it is recommended that the professor, interpreter, and student arrange a conference early in the course to discuss any special arrangements that may be needed.

Please be aware of the difficulties the student may have trying to watch a film and the interpreter at the same time. If you are using a video in class, be sure it is closed captioned. The process to caption a video can take 6 weeks

An interpreter’s proficiency level decreases after 20 minutes. You can help make sure that the student is receiving clear and concise transmission by allowing breaks for any class over 50 minutes.

ACCOMMODATIONS

Notetakers: It often helps to have another student or students, who are good notetakers, carbon or copy notes so that deaf/hard of hearing students can give his or her full attention to watching the speaker or interpreter. NCR paper is available from DSPS.
Interpreters: Sign Language Interpreters are provided by Disabled Students Programs & Services upon request from the student. Not all deaf/hard of hearing students request or use interpreters. Some classrooms are equipped to provide video remote interpreting, providing a qualified interpreter at a distance via the internet connection.
Phonic Ear: Phonic Ear is a system of amplifying sound to the student through a small microphone and transmitter the speaker (instructor) wears and a receiver worn by the student. The Phonic Ear blocks out background noise in the classroom. It amplifies sound only for the student using this piece of equipment, not for others in the classroom. Phonic Ear is available in the DSPS office.
Teletypewriter for the Deaf (TYY): is a keyboard based transmitter and receiver with which students with both hearing and speech and language impairments can communicate by telephone.
Video Remote Interpreting: Connects a student who is deaf in a classroom, with a qualified interpreter at a remote location, via an internet connection. Video remote interpreting is most often used when scheduling an interpreter to be physically present on-site in the classroom has not been able to be arranged.