I am at a school that has a college for deaf and hard-of-hearing students. On average, 25% of my classes are deaf/HoH, and having an interpreter is the rule. In your situation, besides the accommodations suggested so far, I find that the team will need to become mindful of taking turns when speaking. This may tend to slow down communication between the English speakers. It is also helpful if one or two other students on that team happens to use ASL. We have a note taker for students, and it would be helpful to have this (or a volunteer) note taker on that team to make sure that the student can review any "notes" from the discussion. Probably most important, if the team could have people that are likely to take responsibility (e.g., more mature, more concerned?) for making sure that the HoH student is included, etc. When this last element happens, it has worked fairly well.
-Nick
Nicholas DiFonzo, Ph.D.
Professor of Psychology
Department of Psychology
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Room 1-2363
Rochester Institute of Technology
Rochester, NY 14623 USA
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-----Original Message-----
From: Team-Based Learning <[log in to unmask]> On Behalf Of Nicole L Arduini-VanHoose
Sent: Friday, January 10, 2020 1:00 PM
To: [log in to unmask]
Subject: Re: Accommodation for Hard of Hearing Student
Yes. This particular student read lips and had some ability to hear, so I made sure that the student’s group was in the front of the room and had a seat where she could see me. Also, in our classrooms, the front allows for more space to position the interpreter. The interpreter sat opposite of the student so the student is able to be engaged with the group and see when others are speaking.
In my classroom, the student’s group was at the front left side of the room, facing the board. In the group, the student sat at the 11 o’clock position and the interpreter at the 5 o’clock position. With this arrangement, she could see me, her teammates, and the interpreter.
The student also asked for any slides or handouts in advance, which was fine with me. She said that being able to read them in advance allowed her to attend to the interpreter instead of trying to read and watch the interpreter at the same time.
Just a couple of other, maybe obvious, tips:
Be sure your videos are all closed caption and captioning is turned on.
If you’re a fast talker, be conscientious of speed.
Try to minimize you and/or other students talking over each other, especially if the student is trying to listen or read lips.
Address the student, not the interpreter, when the interpreter is interpreting. It’s difficult sometimes because our natural tendency is talk to the person speaking to us.
Nicole Arduini-Van Hoose, PhD
Associate Professor of Psychology
Hudson Valley Community College
> On Jan 10, 2020, at 11:40 AM, Zettler, Haley <[log in to unmask]> wrote:
>
> Hi everyone,
>
> I have a student who is hard of hearing and requires an interpreter in class this semester. I was wondering if anyone has experienced this situation before and how they made sure the student was accommodated in the best way.
>
> Thank you,
>
> Haley Zettler, Ph.D.
> Assistant Professor
> Criminal Justice
> University of North Texas
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