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UNDERSTANDING THE EXPERIENCE OFSTUDENTS
WHO ARE DEAF OR HARD OF HEARING:
An Introduction and Strategies for Course
Design and Delivery
Presented by:
Canadian Hearing Society &
Centre for Students with Disabilities
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Welcome and Introductions
Impact of Deafness and Hearing Loss
Strategies for facilitating an inclusive learning
experience
Questions
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hearinghard of hearing
culturally Deaf,
oral deaf
deafened
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Hard of Hearing
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Facial expression?
Posture?
Blood Pressure?
Imagine hearing like that all
the time?
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1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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One uon a ie ee a young oynaed ac. He and hi oe lived in
a ile coage. ey ere oo and had
aely enou o ea. ei only oeion a
a co. One day, ac e a ange lile
an and aded e co o oe agicean.
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One uon
a ie, ee ayoung oy
naed ac
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He and hi
oe lived ina ile coage
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ey ere oo
and hadaely enou
o ea
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ei only
oeion a aco
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One day, ac
e a ange lile
an and adede co o oe
agic ean
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How hearing aids really work:
Distance
Acoustical environment Physical and mental status of the wearer
Controlled communicationorfree for all
Speech Discrimination
Battery size
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Watch the following video to
learn more about Hearing Aids
and personal FM systems.
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Calmly put on and adjust equipment.Test, test.
We encourage students to self advocate,
if the battery dies or they experiencetechnological problems, we encourage
that they notify you and the problem is
solved together.
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Ensure you have the attention of the student(s)before you begin to teach.
Use facial expressions and gestures where
helpful and appropriate. Stand in one place as much as possible.
Do not speak while your back is to the students.
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Where possible, turn off
background noise such
as music, and
unnecessary equipment.
Be aware of and control
other noises such as
hallway noise, fans,
heating systems,fluorescent lighting, etc.
Be aware that
hallways, doorways
and foyers will be very
challenging for one on
one communicationoutside of the
classroom.
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ASL is a visual-gestural language, with its ownunique semantic and grammatical structure.
English is an auditory, spoken language.
Culturally deaf individuals prefer American Sign
Language as their primary method of
communication. English is their second language,
and must be learned, as such.
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Even the very best speechreader getsonly partial messages
Only 25-30% of sounds are visible on the
lips.
The rest of the sounds are made in the
back of the mouth and cant be seen.
Example
Kite Height NightMaybe Baby Pay me
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The environment they grew up in,
familiarity with the situation,
lighting,
number of speakers,
stress
use of technical or unfamiliar vocabulary
speakers enunciation and rate of speech
and any natural aptitude a person might
have
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The process of interpretation is a complex skill
that is acquired through study in an accreditedinstitution.
When working with a professional interpreter,
you are ensured that your message is being
conveyed without bias, and that the message
that you are receiving is also without bias.
. American Sign Language Interpreters are
bound by a code of ethics, this ensuresconfidentiality, dignity, and clear communication
for all parties involved.
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ETIQUETTE
Face the deaf person with whom you are talking;
dont direct your conversation to the interpreter,whose role is only to facilitate communication. Do
not say tell him or tell her. The Deaf person will
be watching the interpreter and glancing back and
forth at you.
Do not ask the interpreter personal questions
about herself/himself. They are present to facilitate
communication. If you have questions about the
Deaf person or sign language, ask the deaf
person directly and the interpreter will interpret
your questions.
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The interpreter will speak in two roles, during assignments.
1. Role of Interp reter
-will always say For Interpreter Clarification..
-will ask clarifying questions, ask to please hold for a moment while they
complete the communication, or advise you may speed up.
2. Voice of Deaf Person
-without introduction, will address you directly
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So I looked into the corner and imagine my
surprise!! Due to the visual nature of ASL it is crucially
important to understand the details in the above
sentence.
1. I saw..a little mouse
2. I saw.. a huge rhinocerous
The interpreter will make a decision to interject
and ask for clarification. They need to evaluateand ask themselves: will this make a difference
and continue to be important and add crucial
information.
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The student left a gift on my desk
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Video with Quiz
exercise
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It is simply not fair for somepeople to hear or be privy to more
information than others in thesame room.
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Speechreading
We have already learned how it is
difficult to speech read in the best
of environments..
How did we get this impression
that it was so easy tospeechread??!!
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STRATEGIES FOR INCLUSIVE
COURSE DESIGN AND DELIVERY
Centre for Students with Disabilities
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Determining course structure and curriculum prior
to the start of term ensures that
appropriate/qualified interpreters/computerized
notetakers are hired.
Interpreters need to be able to review key
concepts and vocabulary so they can ensure theyhave the correct signs.
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Summary of 3 UDL
Principles:
I. Present
information &
content in
different ways.
II. Differentiate the
ways students
can express what
they know.
I. Stimulate interest& motivation for
learning.
*Information presented courtesy of the C.A.F.E. site.
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Use graphics, charts etc when explaining abstract
concepts/introducing new termsexplore the Graphic
Organizers on C.A.F.E. UDL site.
Post instructional materials (videos, graphics, articles
discussed in class) to DC Connect in advance so that
students have an opportunity to review the material
multiple times.
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Ensure all videos are captionedcoordinate with
the C.A.F.E. This can be a timely process.
Consider if there are other parts of your curriculum
that will have an audio component. Discuss
strategies with CSD and/or C.A.F.E. staff as
needed.
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Students need to know what to expect throughoutthe course and from week to week.
Allowing students to plan ahead ensures they are
included e.g. field trips, dates for group work
outside of class if possible.
Students who use Interpreters or ComputerizedNotetakers require time to book services.
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Provide a list of readings that will be covered for
each class. Students can familiarize themselves
with the vocabulary to expect in class.
Provide an agenda at the start of classthis will
assist students to follow along when topics
change.
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Ensure all instructions for in-class assignments
(individual/group) are provided in writing.
Ensure course work instructions andannouncements are provided in writing and postedon DC Connect. This includes:
Change of assignment due date/test date. Instructions for assignments.
Information about what to study for a test.
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Despite implementing UDL principles students mayrequest/require additional supports.
Possible supports may include but are not limited to:
Preferred Seating
Computerized Notetaking
Peer Notetaking
FM system Captioned videos
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Questions/Comments
We will be sending out a short survey.
Your feedback would be much appreciated.