Project Access: Better Access for DHH Students in Mainstream Classroom. SWCED July 18, 2016 Michelle Halvorsen

Transcription

1 Project Access: Better Access for DHH Students in Mainstream Classroom SWCED July 18, 2016 Michelle Halvorsen

2 AGENDA Introductions DeafTEC Grant Overview Project Access Perils of Lecturing Student Panel Video Top Ten Speech to Text Options Communication Strategies Career Readiness Class Act Website Resource

3 Introduction Presenters Who am I? Participants Who are you? What would you like to learn today?

4 Goal To build bridges of understanding between deaf and hearing students and teachers so that the most productive and mutually beneficial relationships can be developed in classrooms. Take this information back to mainstream teachers to provide better access to DHH students across Texas (especially in STEM classes!!).

5 DEAFTEC NSF Award (National Science Foundation) Texas SubAward Partners What is available to you? Overall goal of the grant activities

6 Unfair Spelling Test GREAT activity to use with teachers new to working with DHH students (or even those who have done it for awhile!) On a piece of paper write columns A, B, and C and number wrs&list=pl_jg9vvio0ltlycfbijm7ejcod8evd YYQ

7 Perils of Lecturing Simulation Provide simulation for mainstream teachers White Noise in Background PPT Slides Hard to Read, Too full of information (see example next) Speak low and speak towards PPT often Ask them to take notes

8 Biomolecules/Macromole cules...are very large molecules found in all living organisms. There are four major classes of biomolecules, known as the carbohydrates, the lipids, the proteins and the nucleic acids. The carbohydrates include foods such as rice, wheat and corn; the lipids include butter, cholesterol and other steroids as well as the phospholipids of plasma membranes; the proteins serve many functions in organisms including hormones, enzymes, transport and contractile molecules; and the nucleic acids are the DNA in the nucleus of eukaryotes and the nucleoid region of prokaryotes, the ribonucleic acid and often the hydrogen acceptors and energy molecules such as adenosine triphosphate. These four categories of macromolecules are essential components of cells and present in the food groups that we ingest.

9 Simulation Debriefing Use these questions with teachers after the simulation: What happened during the lecture that made it difficult to understand the content being taught and/or to answer or ask questions? How did these access-blocking behaviors make you feel? How can these access-blocking behaviors be avoided?

10 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider 1. Don t use words like this and that as referents in the class or lab Example: Don t say: Move these things over there. Say: Move the small beaker to the table by the window. Being more specific helps all students hearing or deaf to understand.

11 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider 2. Have PowerPoint and lecture notes available to the students before class (and labs) Makes it easier to prepare for class Helps provide context Provide then to service providers too

12 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider 3. Treat all students equally You set the tone for the entire class, make sure it is a tone of equality 4. Have a positive/flexible attitude Be open in your interactions with your deaf/hard-of-hearing students

13 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 5. Interpreters are not always an accurate reflection of students when voicing for them Be patient If you don t understand, it is OK to ask for it to be repeated Consider the interpreter may not be voicing accurately and/or may need time to clarify unclear information with student

14 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 6. Be aware of process time, which is the time required to process information into another language. Slow down! It may be beneficial to take small pauses or a short break. There is a processing time of 5-10 seconds between what you say and the time an interpreter signs the material to students. Allow necessary wait time during questioning.

15 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 7. While using PowerPoint slides, overheads, or other similar material, give students time to read before moving on. Allowing students time to absorb information before you begin to explain will help minimize later confusion. has a simple piece of animated art to place on each PPT slide to help with pacing.

16 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 8. Allow Deaf students to have access to the first few rows in class on the first day (important in assigning groups) after a few classes ask student where they are most comfortable. Main concern is that students can see you clearly. Keep in mind this means the student will not be able to identify which hearing students are speaking during class discussion make an effort to identify speakers.

17 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 9. Don t force groups of deaf/hard of hearing students to work together. Well before you establish groups, ask students privately for their preferences in group assignments. This will avoid uncomfortable situations and is crucial to finding satisfactory solutions for your specific environment and available resources.

18 Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do/Consider (cont.) 10. If you are using a laser pointer, or pointing with your finger or another device, allow the pointer to remain on the object for an extended period. Allows student to locate the pointer, read the content, then return their attention to you or the interpreter/captionist.

19 Student Perspective

20 Considerations & Discussion Brainstorm with a partner what are some considerations specific to your local school/area? What might you need to specifically address with the teachers you work with?

21 Speech to Text~ Options for Students Captioning in the classroom CART C-Print Typewell Remote captioning

22 Speech to Text Qualifications Cost/equipment needed Provider role/responsibility Transcription Screen adaptations English driven Appropriate environments for use

23 CART Instant translation of spoken work into English text Performed by a reporter using a stenotype machine, laptop and real time software Verbatim translation Transcription can be edited and generated for student use A

24 C-PRINT Support service option for communication access Two approaches Keyboard-based word abbreviations Automatic speech recognition Can be used as a stand alone or in conjunction with other supports Supports real time access

25 C-PRINT-How it Works Captionist Input using abbreviation system or speech text condensing strategies (meaning for meaning) Requires C-Print software, laptop and if needed, dictation mask Display options Computer to computer, computer to screen/monitor

26 C-PRINT Educational Capabilities Split screen option for student note-taking Highlighting Tagging student notes to captionist text Option to save and print text/notes

27 C-PRINT Benefits for Students: Provides permanent and complete information Who Benefits Most? Language preference is English Reading level of 4 th grade or above May know little or no sign language Others: Low vision, physically challenged, English as a second language

28 Typewell Similar concept as C-Print Provides same type of service and costs are equitable

29 Remote Captioning Occurs when a captionist is not in the same classroom as the instructor and students Captionist may be at a another location on campus, in the city or even another state Requires more technical expertise, high speed internet connection Additional equipment such as a microphone and web camera are necessary

30 Communication Communication is vital to success of any endeavor Communication takes two People need to work together Ask- What can I do to make it easier for the two of us to communicate?

31 Communication Group versus one on one Preferences Strategies Check in every 1-2 weeks with student and the interpreter to see how communication/etc. is going

32 General Communication Eye contact Strategies Keep eye contact with student not with interpreter Topic of discussion Emphasize when changing topic Try not to meander off topic too often and when/if you do, provide relevance to the topic

33 General Communication Open-ended questions Strategies Can be too vague students aren t sure if the questions are rhetorical. Need to be a lot more concrete. Gestures, body language, facial expressions Be mindful of gestures Facial expressions are HUGE in Deaf culture

34 General Communication Strategies Environment conductive to communication Lighting Stay near screen if using PPT but don t block the screen Face student don t talk to the screen or the board Point to items you are referring to in the slide

35 General Communication Resources Strategies Make sure websites, videos, etc. you are using or creating are close captioned. If they re not, provide to interpreter ahead of time. Rules for devices used for communication i.e. using phone to communicate but not actually sending texts.

36 Group Communication Strategies Agenda-/Guide Agenda or guide to steer the discussion and help the group stay focused Visual Aids Students sharing work or posters must come to front of room rather than staying in their spot Layout of room = good communication If possible, circle up

37 Group Communication Strategies Speaking and writing Write before you speak finish writing before beginning speaking and allow process time Vital information Highlight, emphasize and/or repeat vital information that comes up during the discussion Notes for references Have another student take notes during the group discussion for the deaf/hard-of-hearing student to reference later

38 Improving Communication Organized thoughts: Avoid false starts and tangents that can be distracting to everyone. Changes in Instruction: Make expectations clear. If there are changes in homework, lab procedures, etc., write them out on the board, post them on your website, or send an making the changes clear.

39 Communication Strategies Discussion What one or two communication strategies do you feel need to be improved on by yourself and/or colleagues you work with in the mainstream classroom? How will you work to improve in this area?

40 Interpreter Role Facilitate communication Sight Lines: Maintain clear sight lines between students and the interpreter or visual aids. References: Allow time for students and interpreter to view referenced material. Turn Taking: Facilitate classroom discussions so that only one person is speaking at a time. Pausing: Allow a brief pause between asking questions and calling on students for their response.

41 Interpreter Related Tips Environmental Considerations Lighting Position External Noise Amplification

42 Tips (continued) Meet with the interpreter before the first class to share outlines, texts, agenda, technical vocabulary, class syllabus, and other background information that would be pertinent. Check in with interpreter every week or two to see how things are going, check if there is anything that would help them, etc. Speak naturally at a reasonable, modest pace. Use I and you

43 Tips (continued) Look directly at the person Avoid talking while students are focused on written class work Strategic breaks Testing modifications and accommodations

44 Career Prep Ideas Internships when possible Consider bringing in Deaf adults as guest speakers, not only hearing adults Encourage students to participate in things like Summer Camps and Clubs

45 Class Act Website Purpose: Provide techniques and strategies to enhance access to instruction for students who are deaf or hard of hearing and are in a mainstream classroom

46 Class Act Website Site Includes: Challenges faced by teachers and strategies for addressing the challenges Discussion board for teachers Additional links to short videotapes with direct comments from students who face issues daily Videos of faculty with comments on their experiences

47 Fini! Questions? Evaluation sheet Questions? Need/want more training? Contact Michelle Halvorsen: Thanks!