Academic Tips Deaf or Hard of Hearing
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skip breadcrumbHome > Students > Disability Resources & Services > Academic Tips Deaf or Hard of Hearing

 Disability Resources & Services


Tips for Deaf/Hard of Hearing

The following academic tips should assist you in working with students who are deaf or hard of hearing in post-secondary education. Recommended on-campus referral sources are also included.

Academic Tips for students who are deaf/hard of hearing  

  • Repeat or rephrase questions/comments from the class before responding 
  • Face the class and speak naturally and at a moderate pace 
  • Avoid the temptation to pick up the pace when time is short 
  • Do not speak while writing on the board 
  • Lecture from the front of the room, not pacing around 
  • Point out who is speaking in group discussions 
  • Do not drink or chew gum while lecturing 

More Academic Tips:  

  • Do not stand or sit in front of a window where shadows will impede lip reading 
  • Encourage communication from a student with a hearing loss 
  • Provide handouts on a PowerPoint presentations, lecture notes, and assignments 
  • Write announcements and assignments on the board 
  • Use captioned files/videos/DVDs
  • Seek instruction on the use of assistive listening devices
  • Seek instruction on working with interpreters in class (see Tips below)

Take into consideration when working with interpreters... 

  • An interpreter's role is to facilitate communication 
  • Interpreters are not aids or participants in class 
  • Keep lines of sight free for visual access to information 
  • Interpreters need to stand or sit in direct line with you, the student, and any visuals 
  • Share the handouts, text books, technical vocabulary, syllabus, agenda, etc. which will enhance the quality of the interpreted message
  • Speak naturally and at a reasonable, modest pace
  • The interpreter must listen and understand a complete thought before signing it 
  • Interpreters are usually one or two sentences behind 
  • Address any communication to the student, not the interpreter 
  • Maintain eye contact with the student 
  • For group work, semi-circles or circles work best 
  • Students cannot read or take notes while watching the interpreter 

Assistive Technology 

See Interpreting Services

 

CGCC Referral Sources: