Disabled Student Support Team Deaf Awareness Teaching Deaf

Disabled Student Support Team Deaf Awareness / Teaching Deaf Students Margaret Burke

Deaf Awareness/Teaching Deaf Students AIMS: • Gain a basic knowledge of Deaf awareness • Understand how deafness impacts on learning • Gain an awareness of strategies that can be adopted to ensure a positive learning experience

Deaf Awareness/Teaching Deaf Students • Types and range of deafness • How deafness impacts on learning • Learning contracts and recommendations • Inclusive Practice • Communication guidelines • Effective working with deaf students • Working with support workers

Types of Deafness Two main types of deafness : • Conductive blockage of outer or middle ear soft voice • Sensori-neural damage to hair cells or auditory nerve loud voice • Combination of both

Levels of Deafness Broadly divided into 4 main categories: 1. Mild • • some difficulty understanding speech in noisy situations may benefit from hearing aid may lip-read may not hear birdsong or whispering

Levels of Deafness 2. Moderate • • • difficulty understanding speech without hearing aids in normal conditions benefit from hearing aids can use voice phone with amplifier

Levels of Deafness 3. Severe • • • difficulty understanding speech even with hearing aid rely more on lip-reading difficulty using voice phone even with amplification and may use text phone may use sign language may not hear sounds like lorries

Levels of Deafness 4. Profound • • • hearing aids may be of little or no use rely heavily on lip-reading may use sign language may use text phone, videophone or Text Relay service may not hear sounds like pneumatic drills, aircraft

Impacts of Deafness on Learning The main educational barrier experienced by deaf students is that of a language barrier

Possible Traits/Effects • • immature written work/lack of depth difficulty extracting meaning from text restricted vocabulary – fixed meaning incorrect verb endings/spellings syntax errors difficulty absorbing and using tech jargon longer time to read longer time to plan and produce written work

Possible Traits/Effects These effects are completely independent of the intellectual ability or potential of a deaf student

Addressing the Issues/Levelling the Playing Field • Assessment of Need Interview • Interim Memo/Learning Contract • Recommendations

Possible Recommendations • • • Note-taker/ Electronic note-taker Interpreter 1: 1 specialist support for deaf students OHTs/slides etc at least 24 hours before OHTs/slides at start of lecture Language modification of exam papers Work marked for content and context Extra time/separate accommodation Subtitling/transcription of videos

Language Modification If you were provided with three black painted metal rods, one of which is known to be made of brass, one of magnetised steel and one of unmagnetised steel, describe how, without scratching the black paint, you would identify each of the rods.

Language Modification You have three metal rods. Each rod is painted black. One rod is made of brass, one is made of magnetised steel and one is made of unmagnetised steel. Describe how you would find out what each rod is made of. You MUST NOT scratch the black paint.

Communication Guidelines Attract their attention

Communication Guidelines • Keep background noise to a minimum X

Communication Guidelines Look directly at the person

Communication Guidelines Make sure the light is on YOUR face

Communication Guidelines Don't obscure your mouth

Communication Guidelines Speak clearly

Communication Guidelines DON'T SHOUT !

Communication Guidelines Use facial expression and gesture

Communication Guidelines Use simple sentences

Communication Guidelines Please persevere – don't give up

Lipreading • only 30 - 40% of all words can be seen • many consonants have same lip-pattern • beards and moustaches obscure the mouth • unfamiliar accents • unclear or fast speech difficult to read • requires intense concentration • new technical jargon never seen on lips before

Working with Support Workers • • Provide prep material Speak directly to the student Do not ask support staff for their opinions Support staff may ask for repetition or clarification • Structured sessions • Explicit delivery • Regular breaks

Classroom Guidelines • • • Follow general communication guidelines Give time for reading before speaking Handouts – plain English/visual Try to give glossaries Avoid idioms/plays on words Structure sessions clearly Be explicit – no 'this & 'that' Control group discussions Transcribe videos Induction loops Time-table changes

Presentations • Sign Language Users – voice-over – faithful representation – clarification – eye contact – questions from the floor – extra time – handouts

Presentations • Oral Deaf Students – clarity of voice – control of volume – adverse effects – alternative assessment

Work placements • Year long paid placements – non mandatory – Access to Work – guidelines/deaf awareness • Professional/Clinical placements – mandatory – university responsibility – equipment – guidelines/deaf awareness

British Sign Language Useful sites: • www. British. Sign. Language. com • www. learntosign. org. uk • www. rnid. org. uk/html/interactive/clips. htm • www. signpostbsl. com • www. artsigns. ac. uk

British Sign Language Useful resources: • Start to Sign –Magill &Hodgson • Dictionary of BSL/English • Numerous CD ROMs/ videos – Forest bookshop • Numerous factsheets – RNID, RAD, BDA, NDCS

Deaf Awareness Useful websites: • http: //www. ndcs. org. uk • http: //www. rnid. org. uk • http: //www. royaldeaf. org/simple 16. htm • http: //www. bda. org. uk • http: //www. forestbooks. com • http: //www. cacdp. org. uk

Contact Details Margaret Burke Deaf Service Team Manager 0114 225 4778 m. burke@shu. ac. uk Rita Layden Sign Language Interpreter 0114 225 4778 r. layden@shu. ac. uk Melissa Collinson Deaf Service Support Officer 0114 225 6126 m. d. collinson@shu. ac. uk

Any questions?