Working with Deaf students:

1

• Working with Deaf students
• an academics perspective

2
Deaf students needs and characteristics

• All d/Deaf students are individuals and have
  individual needs.
• Deaf students use a variety of communication
  methods to suit their particular needs as a Deaf
  person.
• Depending on when the person became deaf, they
  will have variable levels of confidence and
  skills in the use of English.
• Many Deaf people do not use English as their
  first language.

3
British Sign Language

• Deaf people use many communication modes.
• BSL is a language, not a collection of gestures.
• BSL is not international and has regional
  dialects.
• Native BSL users will use English as their second
  language.

4
Understanding what Interpreters do and dont do

• There are approximately 300 RQI/RTI interpreters
  in Britain.
• There are approximately 50,000 Deaf people in
  Britain.
• This is a ratio of 1166.
• Most interpreters are not subject specialists.
• They offer simultaneous translation.

5
Interpreting Science and Engineering

• Students only access what is presented by the
  interpreter.
• When unknown specialist terminology is used,
  linguistic coping strategies are used
• Initialisation
• Finger spelling
• Sign invention
• Transliteration

6
Language issues in HE

• Complex specialist terminology
• Understood by subject specialists
• Utilisation of homographs and homophones, e.g.
  form
• Heavy reliance on tacit knowledge and prior
  understanding of key concepts and terminology.

7
Deaf students and language acquisition

• Students may see many different signs for one
  word.
• They may not be able to relate their notes to
  what they have seen in a lecture or laboratory
  session.
• A high degree of bilingualism is needed to cope
  with HE study.
• There is little BSL/English reference material
  available.

8
Some examples of HE terms commonly used in level
one undergraduate studies in Science and
Engineering

• Civil Engineering axiscoefficientcompressionco
  ncreteempiricaltransitory load
• Built Environment 3d Digital applications
  absolute co-ordinatesaggregates concept..
• Chemistry atomic structurebond
  lengthcompoundselectrophilic additionentropy
• Bio-science amidesapplied significancebondingc
  ell envelopeenthalpyfree radials
• Geog. and Env. Sciences cultural
  geographyglobal interconnectionhistograms...

9
Establishing a level playing field for Deaf
students

• General Guidance
• (SEN Act 2001, QAA Code of Practice, DDA, EO,
  Health and Safety)
• The scope of the curriculum
• Learning in formal and informal settings, in
  taught and independent modes
• Understanding learning how do deaf students
  differ?
• Accessing information generally/education
  specifically Group work/peer learning/access to
  information incidentally Reading/writing/listenin
  g/speaking skills

10
Teaching Issues

• Identifying good practice in teaching Deaf
  students.
• Understanding the relationship between physical
  environment (sound, lighting, classroom layout,
  etc.) and learning.
• Understanding how different approaches to
  classroom management can affect the Deaf student.
• Working with support staff to maximise learning.

11

• Understanding how good communication can increase
  access to learning for Deaf students.
• Understanding the significance of plain English
  and the provision of explanatory glossaries for
  Deaf students in the acquisition of specialist
  skills and knowledge at HE level.

12
What can academics do?

• Provide information/handouts in advance of any
  teaching session in plain English and include
  glossaries where possible. This enables Deaf
  students and support workers to better absorb the
  content.
• Work closely with interpreters and other support
  workers to understand their needs.
• Make sure you manage classroom interaction.

13

• Remember Deaf students will need to do extra
  study, just to keep up.
• Ensure that there is support and advice available
  for Deaf students.
• Continuously review the support available.
• Ensure that lecturers are trained in deaf
  awareness.

14
This means, for example, when you are working
with Deaf students

• Get the students attention before speaking and
  speak clearly at a normal pace.
• Try talking to the student first, if both of you
  feel you are not communicating well, then try
  writing things down.
• To help maximise lip reading communication, hold
  your head up straight and dont cover your mouth
  with anything.

15

• It may be that what you are saying is not
  lip-readable in that case re-phrase it.
• Dont raise your voice or over-exaggerate your
  lip-patterns.
• Make sure you are facing - not in front - of a
  light source (window) so that the student can see
  your face clearly.
• Dont walk up and down, thus altering the
  sight-line to your mouth.

16

• Try to minimise the surrounding noise or move
  position.
• If the student is using a support worker
  interpreter/note-taker/lip-speaker-always address
  the student, not the support worker (even though
  the student may not be looking at you).
• Remember the Deaf student can either watch
  you/their interpreter OR look at the power
  point/handout.

17

• Use any notes taken to check what the student is
  going to receive.
• Offer the student a chance to ask for
  clarification.
• Construct your delivery to accommodate regular
  breaks for the Deaf student and their support.

18

• When everyone is speaking in rapid succession or
  contributing simultaneously, it is impossible for
  Deaf students to contribute.
• Summarise complex discussions.
• When students are working in groups use ordered
  brainstorming or provide a sequential critical
  commentary.
• When demonstrating in the laboratory use
  consecutive instruction techniques.

19
Assessment issues

• Ensure equitable treatment in assessment (consult
  your Disabilities Officer if unsure).
• Be clear about exactly what is being assessed.
• Make sure students can access what is being
  assessed.
• Ensure equal treatment for all students.
• Devise alternative assessment strategies where
  appropriate.

20
A Deaf students perspective (based on a
presentation by Cathy Woolley)

• Making the transition into HE can be difficult.
• Many young Deaf people become accustomed to
  others asserting control over their lives.
• Fighting for better access or appropriate
  treatment can eat away at their motivation and
  enthusiasm for their course.

21
A Deaf students perspective (based on a
presentation by Cathy Woolley)

• Deaf students need to develop assertiveness.
• They often feel isolated both socially and
  academically.
• They can lack awareness of HE requirements,
  responsibilities and procedures.

22
A Deaf students perspective (based on a
presentation by Cathy Wooley)

• Changes in the timetable and short notice
  meetings can seriously disrupt Deaf students
  access to learning.
• Group work/peer work and discussions are
  particularly problematic.

23
A Deaf students perspective (based on a
presentation by Cathy Wooley)

• Academics need to address the perceptions which
  confuse equal opportunities with favoritism, if
  Deaf students are to succeed in HE.
• Deaf students need to maintain their confidence
  against the odds if they are to succeed in HE.

24
Conclusions

• Planning, preparing and providing good access
  can-
• Reinforce the motivation and commitment of Deaf
  students to their chosen course and future
  career.
• Allow Deaf students to focus on their, personal
  and social as well as academic development.
• Transform Deaf students lives by facilitating
  confidence and independence.

25
Conclusions

• ..and
• Enable academics to reach and inspire a wider
  audience .
• In time, to provide more role models for young
  Deaf people wishing to enter HE and the
  professions.
• In time, to provide more role models for Deaf
  people wishing to enter academia and research.

26
More information

• Please see
• www.wlv.ac.uk/teachingdeafstudents
• www.deafandcreative.ac.uk
• www.artsigns.ac.uk

27

• Any Questions?