Supporting students who are deaf or have hearing impaired In addition to general issues, listed in earlier sections, supporting students who are deaf or have a hearing impairment requires an awareness of communication issues associated with: deafness, disability and Deaf culture degrees of hearing loss pre- or post-lingual nature of deafness. The following section provides an introduction to the implication of some of these issues in relation to support and includes some ideas for providing appropriate adjustment that is both reasonable and sensitive to the culture of students who are Deaf or hearingimpaired. The areas covered include: communicating with students who are Deaf or hearingimpaired technological support for students who are Deaf or hearing-impaired support personnel for students who are Deaf or hearingimpaired curriculum modifications flexible delivery modified assessments. Page 1 of 1
Deafness and Disability There are specific uses of terms relating to deafness that have relevance to education, for example: The capitalised term 'D' for Deaf denotes those people who have any degree of hearing loss from mild to profound and who: identify with the Australian Deaf community share the same visual language (Auslan) have common cultural beliefs, values and life experiences. Deaf with an uncapitalised 'd' denotes those people who are severely and profoundly deaf but who prefer to communicate using speech and lip-reading. In general, they do not identify with Deaf people as defined above. The term is also used when speaking about an audiological degree of hearing loss. According to Knuckey, Lawford, & Kay, (2001), hard of hearing is defined as those people who have enough residual hearing to communicate with speech and lipreading. Their hearing losses are generally mild to moderate. They identify with the hearing community and not with the Deaf community. 1 Most people who are hard of hearing have incurred hearing loss post-lingually, that is, after the person has acquired spoken and written language skills. Although a student may have problems hearing the teacher or peers speaking, they may be able to talk quite clearly themselves and write English with little difficulty. In contrast, a person who is pre-lingually deaf may not have had the same opportunities to hear English speech in use. As a consequence, their writing may not demonstrate a wide vocabulary or clear understanding of English grammar. Contents 1. Australian Deaf community 2. Audiological definitions of deafness 3. Students who are hearing-impaired 4. Communication methods used by students who are deaf or have hearing impairment a. Auslan b. Signed English c. Pidgin Sign English d. Finger Spelling 5. Students who are pre-lingual Deaf or hearing-impaired a. Supporting a student who has poor language skills b. Supporting a student who has difficulty comprehending written English 1 - Australian Deaf community Deafness, for people who are part of the Deaf Community, incorporates sign language, cultural beliefs, cultural behaviours and specific customs and traditions that form the basis of their identity. In Deaf culture, being "deaf" is NOT equated with being "disabled". 2 Page 2 of 2
2 - Audiological definitions of deafness In medical terms, hearing impairment has been classified at 5 levels. These definitions are sufficient to indicate that not all Deaf or hearing-impaired people require the same sort of support. It should also be remembered that support, when it is requested, may be required in any one or more of several communication modes. MILD: Difficulty hearing in a noisy environment/faint speech. MODERATE: Understands conversational speech close to him/her. MODERATE TO SEVERE: Conversation must be loud to be understood. Comprehension is very difficult in a classroom or other situation with distance between the speaker and the listener - even with a hearing aid. SEVERE: May hear a close loud noise but not necessarily identify what is said. May identify environmental sounds. PROFOUND: May hear some loud sounds. Usually does not rely on a hearing aid. 3 3 - Students who are hearing-impaired The term hearing-impaired is used frequently in association with people who have lost hearing as a consequence of aging or as a result of damage due to a number of causes, including: excessive noise accident ear infection illness. Commonly, the loss of hearing through these causes occurs post-lingually. Therefore, many students who are hard of hearing have a reasonable vocabulary and understanding of English grammar. Consequently, they may be able to follow the speech of others by lip-reading, with or without the use a hearing aid, and may be able to speak clearly themselves. 4 - Communication methods used by students who are Deaf or hearing-impaired The choice of communication mode depends on which school the student went to, which decisions the parents have made, how early the deafness was detected, and who the deaf student mixes with. The communication mode does not reflect levels of deafness or intelligence. It is a matter of choice. For example: Page 3 of 3
Auslan - the visual language of the Australian Deaf community Signed English - manual code representing the English language Pidgin Sign English - a combination of Auslan and Signed English Finger Spelling - a manual code representing letters of the alphabet and is a component of Auslan, Signed English, and Pidgin Sign English. In addition, students who are Deaf and blind may use DeafBlind Sign, also known as tactile signing. 4 Auslan (Australian Sign language) The visual language of the Australian Deaf community. Auslan consists of hand signs and letters spelt on the hands that combine, along with distinct grammatical patterns and specific linguistic features, to produce a complete language. Auslan is recognised world wide as a distinct language in its own right. There is no written form of this language. 5 However, many signs have become standard in their meaning and graphic representations have been reproduced in illustrated dictionaries. Signed English Signed English is a manual code representing the English language word for word and using the same grammatical structure as spoken/written English. Signed English was developed for use in schools for deaf children and classes in mainstream schools for children who are Deaf or hearing-impaired. 6 These signs are standard in their meaning and graphic representations have been reproduced in illustrated dictionaries. Pidgin Sign English A combination of Auslan and Signed English used by teachers and others who may know some Auslan but who are not sufficiently proficient in its use. Therefore, some signed English signs are provided when the appropriate Auslan sign for a particular situation or expression's unknown. Finger Spelling A manual code representing letters of the alphabet in Auslan, Signed English and Pidgin Signed English to communicate proper names and words or parts of words for which there is no sign. 5 - Supporting a student who is pre-lingual Deaf or hearing-impaired A student who has been hearing-impaired from early in life may have heard distorted English only, or little or no English at all. This may cause him or her difficulty in acquiring spoken and written English. There may be: poor spelling Page 4 of 4
restricted vocabulary omissions of words or word endings non-english word order in sentences difficulty with idioms and jargon difficulty with different word forms (eg tenses) misunderstanding of passive voice and/or complex sentences. 7 Therefore, a student who is pre-lingually Deaf or hearing-impaired may require adjustments to your teaching strategy and methods of assessment because of: limited English language skills difficulty with comprehending English. Supporting a student who has poor language skills If a student advises that she or he has limited English language skills then several adjustments can be made to minimise loss of learning opportunities for that student. These may include: delivering information in plain English using short sentences using headings and sub-headings to organise materials presenting information or instructions in a visual manner, eg diagrams, other graphics linking language with an action, eg practical demonstrations using open-ended questions to make sure information has been received and understood rephrasing misunderstood questions or comments, rather than repeating them. 8 The student may also benefit from being provided with copies of class or lecture notes to study in his or her own time. NB Any decision about the provision of notes for the student should be made in full consultation with the student. Supporting a student who has difficulty comprehending written English If a student advises that she or he has difficulty comprehending written English then several adjustments can be made to minimise loss of learning opportunities for that student. These may include: presenting material and instructions in plain English making notes visually clear and easy to follow, eg use plenty of white space use a large font than normal (12-14 point) double space lines clearly separate diagrams ensuring photocopies are of good quality with high contrast and free of unnecessary marks Page 5 of 5
reading aloud the text accompanying presentation, eg o computer screens o TV/video captions o overhead projector transparencies o PowerPoint presentations Asking the person specific questions to check that they have understood the information or instructions rather than asking, "Do you understand?" NB Any decision about adjustments for the student should be made in full consultation with the student. 1. Knuckey, J., Lawford, L. & Kay, J. (2001). Information should be visual: New and emerging technologies and their application in the VET sector for students who are deaf and hard of hearing, p. 9. South Australia: National Centre for Vocational Educational Research. 2. ResponseAbility Module RES024 p.11 Australian National Training Authority 1997 3. ResponseAbility Module RES024 p.38 Australian National Training Authority 1997 4. Lynda Parry. (2003). Acting teacher-consultant for students who are Deaf or hearing-impaired, personal correspondence. 5 Knuckey, J., Lawford, L. & Kay, J. (2001). Information should be visual: New and emerging technologies and their application in the VET sector for students who are deaf and hard of hearing, p. 9. South Australia: National Centre for Vocational Educational Research. 6. ResponseAbility Module RES024 Australian National Training Authority 1997 7. ResponseAbility Module RES027 Australian National Training Authority 1997 8. Hunter Institute of Technology (1998). Communicating with People with a Disability and from non- English Speaking Background, Newcastle: Hunter Institute of Technology. Page 6 of 6
Deaf or hearing-impaired Students who are Deaf or hearing-impaired may use different methods of communication. Most are experienced in communicating with hearing people - they are the experts, so consult with your student who is Deaf or hearing-impaired regarding his or her chosen method of communication. It is likely that a student who is Deaf or hearing-impaired will either: lip-read, augmented by residual hearing with or without hearing aids, and may use some speech to communicate with you use Auslan (Australian Sign Language), and may require an interpreter. Contents 1. Supporting a student who lip reads Using plain English and avoiding the use of unfamiliar words and complex grammar Positioning yourself where the student can see you Supporting a student who lip-reads during class discussions Providing classroom support for a students who is Deaf or hearing-impaired Providing copies of class and/or lecture notes 2. Supporting a student who uses Auslan Supporting a student who uses Auslan through a sign language interpreter 1 - Supporting a student who lip-reads At its best, lip-reading is said to be 30%-40% accurate only, because it is easy to be confused when trying to decipher words such as sheep and cheap. Therefore, the student who relies on lip-reading needs to be given every opportunity to gain the most benefit from what you or other students are saying. Most of that opportunity will be created by you adjusting your teaching strategies and minimising environmental noise that may interfere with the student's ability to utilise residual hearing. Adjustments may include: using plain English and avoiding the use of unfamiliar words and complex grammar positioning the speaker where the student can see him or her establishing appropriate rules for discussions providing class notes and the text of lectures. 1 Using plain English and avoiding the use of unfamiliar words and complex grammar Some dos and don't of communication with hearing-impaired students: Page 7 of 7
DO speak clearly and simply without being simplistic or patronising. DON'T ask questions in the negative, eg "Don't you think you should see a doctor?" DON'T ask questions with question tags, eg "You live in Hamilton, don't you?" DON'T use the passive, eg "Your form will be sent to you." DON'T use 'before' and 'after' to indicate time sequence, eg "Go to Centrelink, after you get the medical certificate." DON'T use long embedded sentences, eg "Come to my office which is on the second floor at 1Oam Wednesday and ask for Beverley." 2 Positioning yourself where the student can see you Make sure that a student who is relying on lip-reading can see your lips, or those of another speaker, by: facing the student and making sure you have his or her attention before you speak ensuring that your face is well lit, not in shadow and not silhouetted against a bright window or lamp keeping food, drinks, your hands, pencils and other objects away from your mouth while you are speaking not turning away or looking down while you are speaking. At the same time: speak clearly and not too fast do not use exaggerated mouth movements maintain an even pace in delivery introduce topics with headings or titles indicate clearly when changing subject matter or the topic under discussion use shorter sentences use words that are familiar to the student check regularly for understanding - repeat or rephrase points if necessary use aids to clarify meaning, including o facial expression o gestures o body language o demonstrate described actions whenever possible. NB Any decision about other adjustment option for the student should be made in full consultation with the student. Supporting a student who lip-reads during class discussions A student who relies on lip-reading can only use his or her skill if he or she can see the speaker and keep them in view while they talk. It is not possible for anyone who lip-reads to watch a demonstration or take notes at the same time as lip-reading. If a student advises that she or he relies on lip-reading to understand speech then several adjustments can be made to minimise loss of learning opportunities for that student. These adjustments may be particularly important in relation to class discussions and may include: Page 8 of 8
establishing eye contact with the student before calling on him or her to contribute to the discussion establishing rules to ensure that group members raise hands to contribute to a discussion (to provide a visual cue about who is about to speak) and, if possible, wait for a student who lip-reads to look in the speaker's direction so that they have an opportunity to decode the comments from the start writing the main points coming out of the discussion, as they arise, on the board repeating questions or relevant comments from other students for a student who relies on lip-reading periodically checking that the student is following the discussion. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Providing classroom support for a students who is Deaf or hearingimpaired To increase learning opportunities for a student who is Deaf or hearing-impaired you can reinforce understanding with a number of teaching strategies, for example: write topics, headings and all subheadings on the board write new words and concepts on the board write homework, assignment and exam dates, room changes on the board point to the words, headings and information on the board when referring to them face your student who is Deaf or hearing-impaired when speaking to him or her use overhead transparencies (helps you face the audience when speaking - but give the student time to look at the presentation before you start speaking) give handouts where possible provide transcripts or summaries when showing videos or slides. 3 Providing copies of class and/or lecture notes A student who relies on lip-reading can only use his or her skill if he or she can see the speaker and keep them in view while they talk. It is not possible for anyone who lip-reads to watch a demonstration or take notes at the same time as lip-reading. Therefore, if a student advises that she or he relies on lip-reading to understand speech then it may minimise loss of learning opportunities for that student. It would be helpful if you could provide him or her with copies of class or lecture notes. These may be prepared: on paper as hard copies (photocopies) on a computer disc as an email attachment available to the student on request on-line. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 9 of 9
2 - Supporting a student who uses Auslan If you do not have access to an interpreter: conduct the conversation through writing. If your student is prelingually Deaf or hearing-impaired then be aware that written language may be difficult for him or her provide your student with written or printed notes relating to your teaching or in response to the information he or she is seeking use signing or finger spelling if you know any but be aware of the limits of your skills. Supporting a student who uses Auslan through a sign language interpreter If your student has access to an interpreter then: understand that the role of the interpreter is to translate your voice into sign for your student, and to translate your student's sign language into voice for you - a qualified and experienced interpreter will not answer questions or provide information on the student's behalf talk directly to your deaf student, not to the interpreter check if your student requires seating arrangements that will allow him or her to see both you and the interpreter easily allow time for the interpreter to encode your message and for the student to receive it. If you are required to organize an interpreter then be aware of the need for a properly qualified person who is suitably accredited by the National Accredited Authority for Translators and Interpreters (NAATI). NB All Sign Language Interpreters, working in TAFE NSW, are bound by the TAFE NSW Code of Conduct, the National Accreditation Authority for Translators and Interpreters interpreting code of ethics and should be aware of the Occupational Health and Safety Act (2000) and they are also bound by legislation and policies that relate to student and staff welfare, serious incidents and child protection. Interpreters should change their posture or rest from the interpreting task for a period of 10 minutes every half hour. Rest breaks will need to be negotiated. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 1. Leong, L. (1995). Deaf Student: Easy Going, AAD Outlook, 5(1) pp. 10-12. 2. Hunter Institute of Technology (1998). Communicating with People with a Disability and from non- English Speaking Background, Newcastle: Hunter Institute of Technology. 3. ResponseAbility Module RES027 p.41: Learning Materials (Self-Paced) Australian National Training Authority 1997 Page 10 of 10
Technological support for a student who is Deaf or hearing-impaired A number of technological aids are available either to amplify sound, particularly voice, for individual students who are Deaf or hearing-impaired, or to convert voice into text. These include: hearing aids FM hearing systems phonic loops captioned TV, videos and film telephone typewriters (TTYs). Contents 1. Hearing aids 2. FM systems 3. Induction loops 4. Captioning 1 - Hearing aids Do not assume that a student who wears hearing aids will be able to hear you clearly. Hearing aids amplify all sounds, including environmental noises. Therefore, to support the user of hearing aids you need to eliminate as much background noise as possible, including: chatter from other students scraping of chairs and desks on hard floors machinery (including fans and airconditioners) external noise. If a student advises that she or he relies on hearing aids to help understand speech then several adjustments can be made to minimise loss of learning opportunities for that student in the teaching/learning environment. These may include: adopting strategies that reinforce the spoken word with visual prompts and key words written on the board, eg headings, unfamiliar words, important terms etc implementing and enforcing classroom rules relating to chatter and speaking out of turn using a teaching/learning environment that is carpeted (to reduce internal noise) and is as free as possible from machinery and external noise using an FM system. NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 11 of 11
2 - FM systems FM systems comprise an FM radio transmitter with a microphone, worn by the speaker, and an FM receiver attached to the student's hearing aids. The system allows the student to hear the speaker regardless of the speaker's position in the room and, to a certain extent, regardless of the level of environmental noise. The small electronic microphone can be worn around the speaker's neck or clipped to clothes near the mouth. Be aware, however, that the microphone will pick up all comments - do not forget to switch it off after the class has finished. There are stories of teachers inadvertently broadcasting office or staff room conversations. 3 - Induction loops Induction loops work on a similar principle to FM transmitters but allow the hearing aid wearer to receive amplified signals via a wire loop, generally fixed to the walls of the teaching/learning environment. Loops are more usually installed in large areas like halls or auditoriums where individual transmitters are less effective. 3 - Captioned TV, videos and film Captioning is the process by which text versions of voice are inserted onto video and film, in much the same way as subtitles are provided for foreign languages. While relatively small scale captioning can be done on a personal computer, with the help of appropriate video capture software, the work is normally carried out by specialist organisations. The main organisation doing captioning to support people who are Deaf or hearing impaired in Australia is the national not-for-profit Australian Captioning Centre. Phone TTY contact: 1800 777 801. Page 12 of 12
Support personnel for students who are Deaf or hearing-impaired Support personnel who should be made available to assist in the implementation of reasonable adjustment for students who are Deaf or hearing-impaired include: sign Language Interpreters notetakers readers writers tutors. Page 13 of 13
Curriculum modifications for a student who is Deaf or hearing-impaired Curriculum modification for a student who is Deaf or hearing-impaired may be required in any area where teaching and learning strategies have been constructed around: 1. Voice or sound where the ability to use voice, or discriminate voice or other sounds is not an aspect of competence that needs to be demonstrated in the course or training package 2. English language proficiency where English language proficiency is not an aspect of competence that needs to be demonstrated in the course or training package. Page 14 of 14
Flexible lesson delivery for a student who is Deaf or hearing-impaired General issues relating to health, attendance patterns, and format of teaching and learning of a student who is Deaf or hearing-impaired are similar to those of other students. However, consideration must also be given to matters associated with deafness and the student's level of English language skills. Page 15 of 15
Modified assessment for a student who is Deaf or hearing-impaired Reasonable adjustment of assessment events does not imply modification of standards or competencies that must be demonstrated by the student. Adjustment of assessments may require modifications to the methods or strategies to allow for a student who is Deaf or hearing-impaired to complete, for example: written assignment and examinations with the aid of a reader or writer to assist with limited English language skills oral presentations, with or without the aid of an interpreter. Contents 1. Modifications to written assignments 2. Modifications to test or examination conditions 3. Modifications to oral presentations 1 - Modifications to written assignments for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to the way an assignment has been set, then several adjustments can be considered without diminishing the credibility of the assessment event, eg: writing assignment questions and instructions in plain English (in recognition of language issues) allowing the student to use a writer or amanuensis (in recognition of language issues) allowing variations to the assignment format (eg interpreted sign responses instead of oral or written). NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 2 - Modifications to test or examination conditions for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to test or examination conditions, then several adjustments can be considered without diminishing the credibility of the assessment event. The extent of modifications to examination conditions depends on the type of exam Page 16 of 16
and the needs of the individual. The following examples illustrate the type of modifications that are generally available to a student who is Deaf or hearingimpaired: a paper rewritten in plain English (in recognition of language issues) an oral or sign interpreter (in recognition of language issues) a writer or amanuensis (in recognition of language issues) up to 10 minutes per half hour extra time (to compensate for interpreter use) rest breaks of up to 10 minutes per hour (for the sign interpreter or writer) a separate room and supervisor (to avoid disturbing other students) variations to the exam format (eg interpreted sign responses instead of oral or written). 1 2 NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. 3 - Modifications to oral presentations for a student who is Deaf or hearing-impaired If a student who is Deaf or hearing-impaired advises, or his or her advocate/carer advises, that the student requires modification to the specifications for an oral presentation, then several adjustments can be considered without diminishing the credibility of the assessment event. These could include: a sign language interpreter translating sign into voice as a student who is Deaf or hearing-impaired makes a presentation using Auslan accepting a written presentation by a student who is Deaf or hearing-impaired, which could be read by: o you or an assistant o the student's associate, advocate or carer o another student o a screen reader (if the text is supplied on disc). NB Any decision about the most suitable adjustment option for the student should be made in full consultation with the student. Page 17 of 17