TIPS Communication Courtesy when interacting with deaf and interacting with deaf and hard of hearing students The Cooperative Program for the Deaf and

TIPSTIPS

Communication Courtesy whenCommunication Courtesy when

interacting with deaf and interacting with deaf and

hard of hearing studentshard of hearing students

The Cooperative Program for the Deaf and the BlindThe Cooperative Program for the Deaf and the Blind

LOOK LOOK

……at and speak directly to the deaf or at and speak directly to the deaf or hard of hearing person. Do not say, hard of hearing person. Do not say, “tell him…” or “ask her…” to the “tell him…” or “ask her…” to the interpreter. interpreter.

The deaf or hard of hearing person will The deaf or hard of hearing person will be watching the interpreter and be watching the interpreter and glancing back and forth. glancing back and forth.

Working With a Sign Language Interpreter. Working With a Sign Language Interpreter. Retrieved October 15, 2008 from Retrieved October 15, 2008 from http://www.signlanguageresourcesinc.com/workingwithinterpreters.htmhttp://www.signlanguageresourcesinc.com/workingwithinterpreters.htm..

SPEAK SPEAK

……at your natural pace, but be aware that at your natural pace, but be aware that the interpreter may wait to hear and the interpreter may wait to hear and understand a complete thought before understand a complete thought before beginning to interpret. beginning to interpret.

The interpreter will let you know if you The interpreter will let you know if you need to repeat or slow down. need to repeat or slow down.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for teaching students Make a difference: Tips for teaching students who are deaf or hard of hearing. who are deaf or hard of hearing. Retrieved October 15, 2008 from www.pepnet.org.Retrieved October 15, 2008 from www.pepnet.org.

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TURN-TAKING TURN-TAKING ……will ensure that the deaf or hard of hearing student has will ensure that the deaf or hard of hearing student has

equal opportunity to participate in classroom discussions equal opportunity to participate in classroom discussions and ask questions.and ask questions.

Please have everyone in the group speak one at a time, so Please have everyone in the group speak one at a time, so that communication is optimal for all parties. that communication is optimal for all parties.

The interpreter can indicate to the deaf or hard of hearing The interpreter can indicate to the deaf or hard of hearing student who is speaking; however, the interpreter is only student who is speaking; however, the interpreter is only able to relay comments from one person at a time. able to relay comments from one person at a time.


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AvoidAvoid

……private conversations with the private conversations with the interpreter or others in the presence interpreter or others in the presence of a deaf or hard of hearing student.of a deaf or hard of hearing student.

Interpreters must ethically interpret Interpreters must ethically interpret everything they hear.everything they hear.


TIPSTIPS

Strategies for Teaching Strategies for Teaching Students who are Deaf or Students who are Deaf or

Hard of HearingHard of Hearing

BE AWAREBE AWARE

……of noise level. Hard of hearing students of noise level. Hard of hearing students may be very sensitive to environmental and may be very sensitive to environmental and background noise, which may “mask” background noise, which may “mask” speech. speech.

Background noise should be kept to a Background noise should be kept to a minimum.minimum.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for teaching students who Make a difference: Tips for teaching students who are deaf or hard of hearing. are deaf or hard of hearing. Retrieved October 15, 2008 from Retrieved October 15, 2008 from www.pepnet.orgwww.pepnet.org. .

VISUAL AIDS VISUAL AIDS ……enhance communication with most enhance communication with most

students. students.

Pause before giving your explanation of any Pause before giving your explanation of any visual aid so that the deaf or hard of hearing visual aid so that the deaf or hard of hearing person has time to see it, look back at the person has time to see it, look back at the interpreter, and still keep up with the interpreter, and still keep up with the information being presented.information being presented.


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WINDOWS AND BACK WINDOWS AND BACK LIGHTING LIGHTING

……create shadows on faces, and make it create shadows on faces, and make it hard to read linguistic cues and can render hard to read linguistic cues and can render a distorted message. a distorted message.

If you dim the lights for a video or overhead If you dim the lights for a video or overhead projector, be sure there is enough light for projector, be sure there is enough light for the student to see the interpreter.the student to see the interpreter.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for teaching Make a difference: Tips for teaching students who are deaf or hard of hearing. students who are deaf or hard of hearing. Retrieved October 15, 2008 from Retrieved October 15, 2008 from www.pepnet.orgwww.pepnet.org. .

Working With a Sign Language Interpreter. Working With a Sign Language Interpreter. Retrieved October 15, 2008 from Retrieved October 15, 2008 from http://www.signlanguageresourcesinc.com/workingwithinterpreters.htm.http://www.signlanguageresourcesinc.com/workingwithinterpreters.htm.

CLOSED CAPTIONING CLOSED CAPTIONING

……should be used whenever possible when should be used whenever possible when showing videos. showing videos.

Captioning allows the deaf or hard of Captioning allows the deaf or hard of hearing person to follow the action of the hearing person to follow the action of the video while still being able to read the video while still being able to read the words being spoken, all in the same visual words being spoken, all in the same visual space.space.


ProvideProvide

……word lists of technical or word lists of technical or unfamiliar terminology and/or unfamiliar terminology and/or videos that are not closed videos that are not closed captioned to the interpreter captioned to the interpreter ahead of time. ahead of time.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for Make a difference: Tips for teaching students who are deaf or hard of hearing. teaching students who are deaf or hard of hearing. Retrieved Retrieved October 15, 2008 from www.pepnet.org.October 15, 2008 from www.pepnet.org.

RememberRemember

……students who use interpreters are students who use interpreters are receiving the information several seconds receiving the information several seconds after the rest of the class. after the rest of the class.

Allow time for the student to get the Allow time for the student to get the information from the interpreter before information from the interpreter before calling on someone.calling on someone.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for teaching students who Make a difference: Tips for teaching students who are deaf or hard of hearing. are deaf or hard of hearing. Retrieved October 15, 2008 from www.pepnet.org.Retrieved October 15, 2008 from www.pepnet.org.

Repeat Repeat

……questions from the class before questions from the class before responding. responding.

A student using an assistive listening device A student using an assistive listening device hears only what comes from the hears only what comes from the microphone. He or she may miss spoken microphone. He or she may miss spoken information from other sources.information from other sources.

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a difference: Tips for teaching students who Make a difference: Tips for teaching students who are deaf or hard of hearing. are deaf or hard of hearing. Retrieved October 15, 2008 from www.pepnet.org.Retrieved October 15, 2008 from www.pepnet.org.

Don’t Don’t

……talk to the class while you are having talk to the class while you are having them read something. them read something.

It would be a good idea to get the deaf or It would be a good idea to get the deaf or hard of hearing student’s attention hard of hearing student’s attention before talking about the reading before talking about the reading material.material.


ReferencesReferences

Downs, S., Owen, C., Vammen, A. (n.d.). Downs, S., Owen, C., Vammen, A. (n.d.). Make a Make a difference: Tips for teaching students who are difference: Tips for teaching students who are deaf or hard of hearing. deaf or hard of hearing. Retrieved October 15, Retrieved October 15, 2008 from 2008 from www.pepnet.orgwww.pepnet.org. .

Working With a Sign Language Interpreter. (n.d.)Working With a Sign Language Interpreter. (n.d.) Retrieved October 15, 2008 from Retrieved October 15, 2008 from http://www.signlanguageresourcesinc.com/workhttp://www.signlanguageresourcesinc.com/workingwithinterpreters.htmingwithinterpreters.htm..

Documents

TIPS Communication Courtesy when interacting with deaf and interacting with deaf and hard of hearing students The Cooperative Program for the Deaf and