Faculty & Staff DSS Resources

Working With Students Who Are Deaf or Hard of Hearing

Below are some best practices for working with Deaf and Hard of Hearing (DHH) students. Please keep in mind that every student is unique and not all recommendations will work for all students.

• You generally do not need to slow down or alter your speech pattern or vocabulary to accommodate a DHH student. The student or interpreter will let you know if you need to slow down. Some students may need you to minimize moving around the classroom.
• Work with the student and his/her interpreter to assure a proper seating arrangement that maintains the best sight lines, along with the least distractions (often this is a front row seat).
• Since an overhead projector or screen projector (e.g., PowerPoint) allows you to face the students, it is preferable to a white board. If you use a whiteboard, finish writing before turning to the class to discuss the material rather than speaking while facing away from class.
• It is helpful if you write out key names and terms to be discussed that day on the board, overhead, or in a handout because the interpreter will be finger spelling or keying these terms. This is especially important for difficult-to-spell words.
• Because it is difficult to write while someone is interpreting for you, it is helpful for you to write on the board any important reminders, assignments, due dates, schedule changes, etc.
• Because DHH students cannot watch an interpreter while reading, give students a few moments to read handouts before discussing the material on them, (i.e., try to avoid saying, “As you look this over, let me mention…”).
• Before answering students’ questions, repeat or rephrase them. If the question comes from the back of the room, the student and/or interpreter might not have heard it completely.
• During group discussions, ask students to speak one at a time and acknowledge/identify them or have them acknowledge/identify themselves before they comment. Asking students to raise hands before being called on tends to promote fairer participation for DHH students than allowing students just to start speaking.
• Keep in mind the slight lag time involved in interpreting when you prompt the class for any type of response; wait just a few seconds longer for responses than you normally might.
• Understand that most DHH students will be using a note-taker since it's difficult to read lips or focus on the interpreter and take notes at the same time.

The following are specific activities/actions it is generally best to avoid with Deaf and Hard of Hearing Students:

• Don’t exaggerate your mouth movements, speak louder than normal, or direct additional attention towards a DHH student. Do try to keep an eye out for expressions of frustration, confusion, and inattention in such students. Feel free to talk with the student outside of class if you sense any problems.
• Don’t turn to the interpreter and say, “Ask her to do the next problem,” or “Is he getting everything?” Please speak and ask questions directly to the DHH student. Even questions like, “Am I going too fast?” can be directed to the student.
• Try not to ask students to fill out forms or sign attendance sheets while you are lecturing. Consider using a class list that can be quickly marked or discreetly start a sign-in sheet with the DHH student. Start lecturing when he/she is done.
• Try to avoid large podiums, microphones, or other materials that obscure or block your face and mouth since many DHH students use facial and lip-reading cues to follow what is being said (even when using a sign language interpreter).

Test-Taking, Assessments, Grading, Evaluations

• Please be sure that instructions/directions are written on exams. Because the service provider will often not stay around during an exam period, write important information (e.g., time remaining, corrections, additional instructions, etc.) on the board or overhead.
• You should grade DHH students the same as any other students and hold them to the same standard. Assignments/requirements that need to be modified due to the student's disability should involve the same amount of work and degree of academic rigor as the original assignment. “But, I spelled that wrong on the exam because my interpreter did” is not an acceptable excuse if the student would have also seen the terminology elsewhere.

What Interpreters Will Do

Interpreters interpret auditory stimuli into American Sign Language (ASL), or translate auditory stimuli into sign communication, word for word, idea for idea, depending on the need of the student. The interpreter will sign what the instructor is saying, any comments from the students in class, and any extraneous noises such as overhead aircraft. They will:

• Sit or stand near the instructor in order to both understand what is being spoken and to provide to the student visual access of both the instructor and the interpreter at the same time. This enables the student to be able to read the signs of the interpreter and to observe facial expressions and body language of the instructor. This provides the student additional information such as tone and mood of the instructor.
• Voice what the DHH student is signing.
• Keep information presented during class or conferences confidential.

What Interpreters Won't Do

• Add or delete information/explain, define, or repeat information.
• Take responsibility for students’ absences or classroom performances.
• Take notes or pass out papers.
• Provide non-interpreting services during tests.
• Participate in class discussions or activities.
• Attend class when the student is absent.

 

Teaching Students On The Autism Spectrum

Below are some best practices for working with students on the Autism Spectrum. Please keep in mind that every student is unique and not all recommendations will work for all students.

Terminology:

Autism Spectrum Disorders (Asd) refer to the continuum of symptoms and specific diagnoses that are identified by impairment in thinking, feeling, language, and the ability to relate to others. The Asd diagnoses most commonly seen in higher education are high functioning autism and Asperger syndrome (National Institute on Mental Health, 2009).

General Characteristics:

• Frequent errors in interpreting others' body language, intentions, eye-to-eye contact, or facial expressions.
• Difficulty understanding the motives and perceptions of others.
• Motor clumsiness, unusual body movements, and/or repetitive behavior.
• Difficulty with the big picture, perseverate on the details (can't see the forest for the trees).
• Difficulties with transitions and changes in schedule.
• Problems with organization (including initiating, planning, carrying out, and finishing tasks).
• Deficits in abstract thinking (concrete, focuses on irrelevant details, difficulty generalizing).
• Unusual sensitivity to touch, sounds, and visual details, may experience sensory overload.
• Repetitive patterns of behaviors, interests, and activities.

Communication And Social Skills:

• Difficulty in initiating and sustaining connected relationships.
• Poor or unusual eye contact.
• Problems understanding social rules (such as personal space).
• Impairment of two-way interaction (May seem to talk "at you" rather than "with you").
• Conversation and questions may be tangential or repetitive.
• Restricted interests that may be unusual and sometimes become a rigid topic for social conversation.
• Unusual speech intonation, volume, rhythm, and/or rate.
• Literal understanding of language (difficulty interpreting words with double meaning, confused by metaphors and sarcasm).
• May be bluntly honest.

Strengths Of Students On The Autism Spectrum:

• Average, or above average, intelligence.
• Excellent rote memory.
• Very detail-oriented.
• Often savant-like knowledge in certain areas.
• Works well with concrete, rather than abstract or ambiguous, information.
• Extensive vocabulary.
• Incredible gifts/talents in certain areas (arts, math, sciences, etc.).
• Unique ability to perceive things in new ways, out-of-the-box thinking.

Instructional Suggestions:

• Do not use absolute words such as "always" or "never" unless that is exactly what you mean. Avoid idioms, double meaning, and sarcasm, unless you plan to explain.
• Supplement oral with written instructions when revising assignments, dates, etc.
• Use clear directives and establish rules if a student invades your space or imposes on your time or if the student's classroom comments or conversational volume become inappropriate.
• Student may be able to state facts and details, but be greatly challenged by papers requiring:
  1. Taking another's point of view.
  2. Synthesizing information to arrive at a larger concept.
  3. Comparing and contrasting to arrive at the "big picture".
  4. Using analogies, similes, or metaphors.
• Use clear and detailed directives when referring to revisions that need to be made.
• Listing or numbering changes on the paper will provide guidelines for the student when working.
• Ask students to repeat directions in their own words to check comprehension.
• Clearly define course requirements, the dates of exams, and when assignments are due.
• Provide advance notice of any changes.
• Make sure all expectations are direct and explicit. Do not require students to "read between the lines". Keep directions simple and declarative.
• Provide direct feedback to the student when you observe areas of academic difficulty.
• Encourage use of resources designed to help students with study skills, particularly organizational skills.
• If the student has poor handwriting, allow use of a computer/electronic device.
• Make sure the setting for tests takes into consideration any sensitivity to sound, light, touch, etc.

Working With Students Who Are Blind Or Visually Impaired

Below are some best practices for working with Blind or Visually Impaired students. Please keep in mind that every student is unique and not all recommendations will work for all students.

• Work closely with the student to determine what accommodations will be helpful.
• People who are blind or have low vision have likely faced and overcome many barriers and will be the best resources for what works and what does not work for them.
• Announce in class that you are available to meet with students who need accommodations for a disability.
• Avoid singling out students in class. Making yourself available to all students is an invitation for the student to approach you. (Also, make sure you have a disability statement in your syllabus about the availability of accommodations.)
• When greeting a student who is blind or who has low vision, identify yourself by name.
• Let the person know if you are leaving the area or the classroom.
• If the student has a dog guide, do not pet or speak to the dog while it is in the harness. The dog is working for the student and distracting the dog may undermine training and put the person in danger.
• Communicate directly to the student. Maintain eye contact as you are talking.
• Avoid talking through a third person such as a sighted guide or note-taker.
• Speak at a normal pace and volume.
• Do not be overly concerned about phrases that you normally use such as "See you later" or "See what I mean"? Most people with vision loss use these phrases as well.
• Be ready to provide reading lists, syllabi, or assignments in advance. This will allow the student time to have the materials translated into Braille, read on CD, scanned, or printed in large print.
• The student may need information about the physical layout of the classroom. This is especially important if there are any changes from one class period to the next. Also, consider any obstacles that might present a problem.
• Be prepared to change seating arrangements if necessary to improve the student's ability to see you or others.
• If the student has low vision, a seat in the front of the room may greatly improve his or her ability to participate effectively.
• Consider the impact of the lighting on the student's ability to see. Avoid standing in front of a light source as this may cause a glare and make seeing you more difficult.
• Allow students to record lectures.
• When providing handouts, make sure the copies are legible. Black print on white paper provides the best contrast for most people. Be prepared to make large print copies (ask the student which size font is preferred) or provide handouts on a CD, USB drive, email, or posted on Canvas if requested.
• Documents that are scanned with a typical flatbed scanner will not produce editable text that can be read by screen readers such as JAWS and other software programs that are utilized by students with visual impairments.
• If you are using the whiteboard or other visual aids, describe verbally what you are showing to the class.
• Be specific in your descriptions. It is ideal to provide the information that is included on your visual aids or overheads to the student in an accessible format before the class begins.
• When pointing to an object of discussion, use the name of the object instead of "this" or "that."
• For students with low vision, place the object in a location where there is good lighting and contrast. Make objects available for them to explore more fully before or after class.
• If you are reading from a textbook in class, remember that the page numbers in your copy may not correspond to large print or Braille versions. In addition to giving the page number, also provide descriptive information about the section you are reading, such as "the fourth paragraph in Chapter 6.”
• Be aware that some students may choose to use note-taking devices that make some noise. Some of these devices may include a Braille notetaker (Braille Note or PacMate), a laptop computer, or in rare cases, a slate and stylus. Seating arrangements can be discussed to minimize the impact on other students of the sound of these devices.
• When planning field trips or laboratory activities, remember that students may need to make arrangements for a sighted guide or may need to become familiar with the new setting in advance. Inform students well in advance of such activities.
• Your academic standards or course content is not modified. You may need to modify the presentation of the materials, but hold all students to the same standards.

Terminology:

• "Blind" - the term "blind" is used to describe a person who is more likely to rely on auditory or tactile means of accessing information such as audio CDs or Braille.
• "Low Vision" - the term "low vision" is used to describe a level of vision loss in which the person can use residual sight and benefit from large print and/or closer proximity.
• “Legally Blind" - A person is said to be "legally blind" if his or her corrected vision is no better than 20/200.

Guidelines for Preparing and Administering Exams:

• Discuss plans for modifying testing procedures prior to the first exam.
• Consider factors such as extended time, the availability of adaptive equipment, and a distraction-free location for taking the exam. The DSS Office is available to assist with the proctoring of exams for students.
• Remember that the use of adaptive equipment or an alternate format such as audio, large print, or Braille takes extra time.
• Determine which format will work best for your student. The student may choose to get the exam in Braille, in regular print (and use a magnification device), in large print, or on a CD. Some students may prefer having the test read by a live reader.
• Consider how students will record their answers to the exam as well. They may write their answers on an answer sheet or directly on the test. They may prefer to record their answers on an audiotape or type them on a computer. They may want to type them in Braille and have them transferred into print or onto a digital format. Recognize that it may take time to get the information transferred into a format that you can grade.