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Services for Students who are Deaf/Hearing Impaired - Information for Teaching Staff

Working With Interpreters

  • Speak directly to the student not the interpreter.
  • The interpreter always lags a little behind the speaker. Be aware of this. You may have to pause or speak more slowly to ensure the interpreter is keeping up.

If the interpreting has been intensive and the interpreter is working alone, provide a rest break every 15-20 minutes or negotiate an appropriate time with the interpreter in order to minimise the risk of repetitive strain injury occurring.

In lectures, interpreters normally work in tandem to minimise risk of occupational overuse syndrome. Unless otherwise agreed with the Disability Liaison Unit, there are two interpreters in lectures and one in tutorials.

Examination Situations

Some students who are Deaf/hearing impaired may be eligible for extra reading and/or writing time when undertaking examinations.

Interpreters are often employed during the reading time of examinations to interpret questions or to clarify the examination paper content. The interpreter is instructed not to discuss any matters during the examination with the student or the examining officer, unless it is related to the communication of the examination questions.

The Disability Liaison Unit will discuss appropriate alternative examination arrangements with the student and liaise with the Faculty or Department regarding approval of these.

Types Of Hearing Loss

Students who are deaf or hearing impaired are affected in different ways. Losses range from mild to profound and can be conductive, (resulting from impairment to the outer or middle ear), sensorineural, (resulting from impairment to the inner ear), or a combination of both.

Communication

The effect on communication depends on the extent, type and timing of the impairment. A person who has a severe or profound loss before speech has developed, may rely on signed forms of communication - such as Signed English, a manual representation of English or AUSLAN, (Australian Sign Language), which has its own structure and syntax, different from English. AUSLAN is a language widely used in Deaf communities in Australia and is recognised as a language in its own right. English may therefore be a second language for these people. Reading comprehension and written expression may be affected in such cases where a person's vocabulary and experience of English is less extensive due to their inability to hear the language. The person's speech may also be affected. It may differ in volume, pitch or inflection because the speaker hears his / her voice differently or not at all.

Lip Reading

Many students who are deaf or hearing impaired rely on lip reading to some extent but be aware that only thirty to forty percent of words can be lipread clearly.

Not all people with a hearing impairment can lipread well.

Assistance On Campus

Deaf or hearing impaired students in lectures and tutorials may be accompanied by

  • a notetaker or an interpreter in AUSLAN or Signed English and may be using one of the following amplification devices
  • hearing aids
  • a radio frequency system or
  • a cochlear implant.

NB. None of these devices replaces normal hearing but all will benefit the student in some way.

How You Can Assist These Students In Your Lectures And Tutorials

BEFORE the lecture or tutorial:

If possible, provide:

  • lecture/tutorial outlines
  • lecture notes
  • key dates, references etc in writing
  • lists of new technical terms
  • printed summaries of audio and audio-visual materials
  • suitable seating arrangements - especially in a tutorial. A circle or semi-circle is best, as the student can then see all members of the group.

DURING the lecture or tutorial:

Before speaking,

  • attract the student's attention unobtrusively eg. by moving into their line of vision.

When speaking,

  • face the student
  • ensure light is on your face eg. don't stand with your back to the window
  • speak clearly, trim beards and moustaches
  • use gesture and facial expressions
  • use normal language

ie. use short sentences rather than single words;

use normal speech at a normal rate - don't shout

  • ask open-ended questions, not those that require a yes/no response
  • if a student is having difficulty understanding, re-word rather than repeat what you have said
  • repeat the content of a question from the class before giving the answer.

Other points:

  • indicate which student is speaking
  • agree to wear a microphone or transmitter if the student requests this
  • allow only one student at a time to talk.

Use visual aids:

  • write key information on the board, eg. new vocabulary, due dates, references, overheads
  • films and videos should be subtitled. If this is not possible, provide a written summary of the main points before viewing or give the student the opportunity of viewing the video again.
  • It is also useful to permit the interpreter, if one is used, to view the material beforehand, as this allows him / her to develop familiarity with the concepts, thus ensuring more accurate interpreting.
  • If lights are turned off to watch audiovisual material, ensure that your face - and, that of the interpreter - is still illuminated.

Remember to discuss directly with the student his/her individual requirements.