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Project Access:
Preparing Deaf and Hard of Hearing Students for STEM CareersTheresa Johnson, M.Ed.
Texas Transition Conference, 2015
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Introductions
• Who are we?
• Who are you?
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What is DeafTEC?
• DeafTEC: Technological Education Center for Deaf and Hard-of-Hearing Students – A National Science Foundation Advanced
Technological Education National Center of Excellence
• A resource for – High schools and colleges that educated deaf and
hard-of-hearing students.– Employers who hire deaf and hard-of-hearing
individuals.
www.deaftec.org
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DeafTEC• Goal: Increase the number of deaf and hard-of-
hearing students pursuing a post-secondary education and future employment in a technical (STEM) field.
– Outreach
– Training programs
– Online resources
www.deaftec.org
FREEFREE
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Regional Partners
California Texas Florida• Ohlone College,
Fremont
• California School for the Deaf, Riverside
• Cisco Systems, San Jose
• Solar Turbines, San Diego
• Qualcomm, San Diego
• Educational Resource Center on Deafness at Texas School for the Deaf, Austin
• Austin Community College, Austin
• The Dow Chemical Company, Houston
• IBM
• Florida School for the Deaf & the Blind, St. Augustine
• St. Petersburg College, St. Petersburg
• ConMed Linvatec Corporation, Largo
www.deaftec.org
Strategies Implemented
• Mainstream teacher training• Deaf Education teacher training• After school student activities• Summer STEM camp• Discovery Retreats• Student work experience
Teacher/Professional Training
• Project Access• Writing in the Disciplines• Strategies for the Math Classroom• STEM Dictionary• Class Act
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AGENDA – Project AccessTeacher Workshop
• Universal Design for Learning – An Educational Environment for Everyone
• Perils of Lecturing – What Students See• Support in the Classroom – You’re Not
Alone• Student Panel – What Students Need• Resources – The ClassAct Website• Plan for Change – What Can You Do?• Wrap-Up
www.deaftec.org
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Universal Design for Learning
Universal Design is an approach to designing course instruction, materials, content, and
delivery to benefit people of all learning styles.
Definition*Definition*Definition*Definition*
*Taken from “Fast Facts for Faculty” on the Partnership Grant webpage, the Ohio State University. Used by permission.
Simply stated, Simply stated, Universal Design is good teaching!Universal Design is good teaching!
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Universal Design for Improving Student Learning: Not Just for Deaf Students
• Students with disabilities• Students who use English as a second language• International students• Older students• The students on the “margins.”• The students in the “middle.”
Benefits Benefits ALLALL Students! Students!
www.deaftec.org
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The Perils of Lecturing
What Students See
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Perils of Lecturing
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Debrief Questions
1. What happened during the lecture that made it difficult to understand the content being taught and/or to answer or ask questions?
2. How did these “access-blocking” behaviors make you feel?
3. How can these “access-blocking” behaviors be avoided?
www.deaftec.org
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Support Services
You Are Not Alone!
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Each Deaf Student is Unique
• They may:– Use sign language interpreters.– Use oral interpreters.– Use real time captionists.– Speak for themselves.– Be skilled lipreaders.
www.deaftec.org
If you’re uncertain how best to If you’re uncertain how best to accommodate, ask the student!accommodate, ask the student!
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Your Experiences
• Who has experience working with interpreters or captionists in the classroom?
www.deaftec.org
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Interpreters & Captionists
• Highly skilled professionals who follow a strict code of conduct, including:– Confidentiality– Neutrality – Respect for consumers and colleagues– Professionalism– Ongoing skill development
www.deaftec.org
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Role
• To facilitate communication between deaf people and hearing people. They cannot:– Answer personal questions about the student.– Interject personal opinions.– Participate in discussions.– Take notes.– Assist the student with school work.– Hand out papers.– Attend class when the student is absent.
www.deaftec.org
Tips for Working with an Interpreter
• Classroom positioning/arrangements-line of sight• Processing time of 5-10 seconds or more• Recognize speaker for the student and the interpreter
by name• Be patient when interpreter is voicing. Ask student to
repeat question if needed• Share handouts, emails, notes with interpreter that are
specific to class• Speak directly to the student• Student is your responsibility and not the interpreter
Speech to Text
• CAN-Computer assisted notetaking-person uses laptop and software to take notes on what is being said in class
• C-Print-Uses laptop and monitor and captionist captures close to what is being said but not verbatim
• CART-Computer aided realtime translation-trained stenographer provides verbatim everything spoken in the classroom
Use of Notetakers
• Determine who will be taking notes-paid notetaker or peer
• Provide access to all handouts,overheads, etc for notetaker
• Write important concepts and key vocabulary on the board
FM Systems/amplification
• Used by many hard of hearing students• May require a mic for teacher• Many different options but may see an FM
system most often unless classroom is “looped”
• Amplification does not guarantee student hears everything
• Consider a visual reminder to face students
Communication strategies for Deaf and Hard of Hearing Students
• Class seating arrangement• Lighting• Meeting with the student• Pace, Pause, Prepare• Visual aids/cues• Checking with interpreter/captionist• Providing materials to
student/interpreter/captionist• Getting students’ attention• Point of reference
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Tips for Successful Teamwork
• Communication:– Speak directly to the deaf person, not the interpreter or
captionist.• Sight Lines:– Allow student seating at or near the front of the room.– Maintain clear sight lines between students and the
interpreter or visual aids.• Turntaking:– Facilitate classroom discussions so that only one person is
speaking at a time.– Repeat student comments and questions before
answering.
www.deaftec.org
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Tips for Successful Teamwork
• Materials:– Provide copies of handouts to students and their
interpreters or captionists, in advance if possible.– Allow time for students and interpreter to view
referenced material (e.g. slides).– Make sure any movies, YouTube clips, podcasts,
audio recordings and other materials are accurately transcribed and captioned.
www.deaftec.org
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The 3 P’s of Communication
• Pacing
• Pausing
• Physical demands
www.deaftec.org
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Support
• Know your support network!• Deaf Ed program• ESC D/HH Contact• Educational Resource Center on
Deafness
www.deaftec.org
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Student Panel
What Students Need
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Student Panel
• You can learn a lot from students about:1.Daily challenges in the classroom.2.Effective teaching strategies.3.Diverse communication choices.4.The use of technology in the classroom.5.Working in groups.
www.deaftec.org
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What are some things instructors do on the first day of class that make you
uncomfortable or unwelcome in class?
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What are some of the things that instructors can do in the classroom to
improve communication with you?
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Are there ways that instructors use technology in their teaching that help you have equal access to the information? Or
the opposite?
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Describe communication in groups with hearing students (e.g., labs, discussion groups, etc.).
What are some of the challenging experiences you have had with group communications?
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Writing in the Disciplines
Math Strategies in the Classroom
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Plan for Change
Putting Ideas to Work!
STEM/ASL Dictionary
After School Activities
• Science club• TechGirlz• Science Fair• Robotics• Coding
STEM Summer Camp
• Designed for academically strong students• Grades 9-12• One week in length-24/7• Cover many STEM topics• Emphasis on what jobs are out there in broad
fields• Try to generate interest/love of STEM areas
STEM Camp video
Discovery Retreats
• Fall/Spring Weekends• Designed for mainstream HS students across
the state who are D/HH• Emphasis on using role models-Deaf/HH
Professionals in the Field• Has a STEM theme, such as medicine, robotics,
astrology, marine biology
Discovery Retreat
Student Work Experience
• Partnership with UT-Polymer Research Lab• Strong academics• Work with graduate students and professors• Learn how to conduct research, lab protocol• Must present research at the end of summer• Integrate work habits, employer expectations,
etc
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ClassAct
A Free Resource for Best Practices
http://deaftec.org/classact
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ERCOD Website
• www.texasdhhresources.org
Evaluation/Wrap Up
• Please complete the DeafTEC evaluation
• Contact me: [email protected]
• THANKYOU!
