Note on terminology:
The term 'Deaf' (with a capital D) is the preferred usage of some people who are either born profoundly deaf or who become deaf at a very early age and who regard themselves as belonging to the Deaf community. Like people in many communities, those within the Deaf community are bound together by a feeling of identifying with other Deaf people. People in the Deaf community share, amongst other things, a sense of Deaf pride, traditions, values, lifestyles, humour, folklore, art, theatre, as well as a rich common language - British Sign Language. For any queries regarding support for D/deaf students within the University, please contact the Disability & Dyslexia Team on 01273 643799 or email the D&D Team administrator
Much of the information that follows is drawn from resources on the Royal National Institute for the Deaf website which contains a number of useful factsheets, plus other information and advice including an equipment database, discussion forum and guides to British Sign Language (BSL).
Many of the suggestions below constitute good practice for all students (whether deaf or hearing) but will particularlyhelp deaf students – especially those who lip-read – to participate fully and gain the maximum benefit from your teaching. However, every student will have their own specific communication needs, so you should ask them what strategies they would find most helpful. It is also important to remember that different teaching situations will require different strategies, so a flexible approach is essential. At the end of your first week with a deaf student it is a good idea to review together how it went; be prepared to negotiate further adaptations as the course progresses.
Support Workers
Deaf students may work with a variety of communication workers to support their studies. There is a brief description of the different roles in the RNID "Communication" factsheets and more detailed advice on how to work with them most effectively See http://www.rnid.org.uk/information_resources for information on the following support roles:a sign language interpreter/ a speech-to-text reporter/ an electronic notetaker/ a lipspeaker/a communication support worker / a notetaker.
Working with students who lipread - general aspects
Lipreading is not easy and requires great concentration, which will be tiring for the student. Three quarters of it is guesswork and so clear speech and contextual clues are vital for understanding. Remember – even the most experienced lipreader will probably only be able to understand between a third and a half of what you say in a lecturing situation. They will be able to follow much more in a one-to-one situation. However, there are lots of things you can do to make it easier for a lipreader to follow what you are saying.
Position
The D/deaf student will know where it is best to sit. This will often be near the front, slightly to one side of you.
Try to avoid moving around. (This may demand a change in your normal teaching style!)
Visibility
Face the light so you are not silhouetted in front of a bright window, for instance.
Make sure you don't cover your mouth (e.g. with your hands, a cup or pen). Try not to speak whilst turning your back to write on the whiteboard.
Agree suitable cues with the student beforehand to ensure they are looking at you before you start to speak.
Speech
Speak clearly and at a reasonable and natural pace. Do not shout, as this will distort your voice and lip patterns.
Reinforcing meaning
Give the student time to absorb what you have said, and rephrase it if necessary.
Remember – sentences and phrases are easier to lipread than single words.
Use gestures, where these are relevant, but avoid exaggerated facial expressions.
If you change the subject, make sure the deaf student knows.
Write things down if you need to clarify them.
Lectures
Advance information
This is vital, as lipreading is much easier when the subject area is known. So give the student a copy of lecture notes / OHPs / PowerPoint slides in advance to help familiarise them with session content and vocabulary to be used. (If you put this on the intranet, everyone else will benefit too.)
Ensure the D/deaf student has relevant booklists well in advance. As they may rely more heavily on textbooks than lectures, early access to this information is a great help. Deaf students will not be able to recognise a word they have never come across before by lip reading. Word lists and glossaries of terminology are therefore very helpful indeed.
Structure
Well structured sessions are important for all students, but particularly for those who lipread.
- Include regular opportunities to review what has been covered.
- Indicate when the subject is about to change, or a new concept is being introduced, by writing on the board or holding up an appropriate book or article.
- Try to break up the session with opportunities to look at illustrations, pass round handouts or complete individual tasks.
- Allow a little extra time for a deaf student to assimilate information and respond before progressing to the next stage.
Seminars/Group work
These can be the most challenging situations for a D/deaf person.
Size
The optimum size of group for a D/deaf person is between 6 and 10. If a group is bigger than this, it may mean that the D/deaf student does not have full access to discussion. If this is the case, divide into smaller sub-groups and use regular plenary feedback so key points can be written on the board, or get each group to write their own summary on an OHP transparency. Either will help to reinforce key issues.
Seating
Arrange the room so that the D/deaf student can see everyone by putting chairs in a circle or horseshoe shape. Make sure no one is silhouetted against the light. The student may like to sit next to the chairperson as comments tend be addressed that way, or next to a notetaker so that he or she can pick up on missed discussion and follow changes in subject.
Visual cues
Signalling a change of speaker, or asking participants to raise their hand before speaking, can be very helpful, as it allows the D/deaf student to look in their direction before they start to speak.
Use of visual aids
Boards and Flipcharts
When using OHPs, boards and flipcharts, allow the students time to read what is written before starting to speak again. It is not possible to read and lipread at the same time!
Slides
When using slides in a darkened room, leave a curtain open or a spotlight on the speaker or interpreter.
Videos and Tapes
If possible, try to use subtitled videos or obtain a transcript of the commentary.
Equipment
Useful information on adaptive technology can be found at the RNID website
The Disability Support Officers can also advise on use and availability of equipment. See below for contact details
Written Work
Deaf students have not had the same opportunity as hearing students to acquire English language skills, though their level of proficiency will vary depending on the degree of deafness, when they became deaf and whether English or British Sign Language is their first language. Some D/deaf students will require language modification for assignment and examination questions, and most will benefit from working with a Learning Support Tutor. It is important that the student meets with a member of the Disability and Dyslexia Team before they start their course, or as soon as possible, to discuss their support.
Further Information
Within the University
Information Services have produced a useful guide to services for disabled students at each of the main library sites and media centres.
The Disability Support Officer can be contacted on 01273 643799 or by emailing the team administrator
Beyond the University
British Deaf Association (BDA)
The BDA is the UK’s largest national organisation run by Deaf people, for Deaf people. They represent the Deaf community - 'a community united by shared experiences, history and, above all, by a common language: British Sign Language. '
BritishSignLanguage.com
Site uses animated Gifs to show the basic signs for British Sign Language.