Faculty Handbook - Deafness & Hearing Impairments

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Students with Deafness/Hearing impairments

More individuals in the United States have a hearing impairment than any other type of physical disability. A hearing impairment refers to any type or degree of auditory impairment; deafness is an inability to use hearing as a means of communication. Hearing loss may be mild, moderate, or profound. A person who is born with a hearing loss may have language deficiencies and exhibit poor vocabulary and syntax. People with acquired deafness may have excellent speech. Some students with hearing loss may use hearing aids and rely on lip reading. Many students learn communication through American Sign Language (ASL) and will require an interpreter.

Things to Keep in Mind

- Students who are hard of hearing may use speech, lip reading, and hearing aids to enhance communication. Some students are highly skilled in speech reading; however, only 30-40% of spoken English is understandable by speech reading alone.
- Students who are hard of hearing may use an FM amplification system. Instructors wear a clip-on microphone.
- Students with hearing impairments may be excluded from classroom participation if : – the instructor’s back is to the classroom, – instructor’s facial hair impairs lip reading, or – classroom comments are not repeated.

Things You Might Do

- Offer front row seating. Students should be able to see the instructor, the interpreter, and the visual aids without anything obstructing their line of vision.
- Face the class as much as possible during lectures.
- Repeat the questions and remarks of other people in the room.
- When speaking with a student, speak directly to the student, not to the interpreter.
- Allow time to translate speech to another language (e.g., sign language).
- Use visual aids and chalkboard as much as possible. Concepts are more easily understood using visual methods.
- Help students locate a qualifi ed note-taker.
- Write unfamiliar vocabulary on the chalkboard or handouts.
- Provide copies of overheads.
- Assist with emergency evacuation, if needed.

Accommodations to Consider

- Coordination of interpreter and note-taker services.
- Telecommunication relay services (amplifi ed phones), also referred to as TTY, TDD, TRS. Some students may also use Video Relay Service (VRS).
- Adaptive equipment loaned for academic use, (e.g., FM amplification systems and TTYs)
- Captioned fi lms and video materials
- Assigned or arranged classroom seating
- Interpreters for instructions on examinations
- Emergency evacuation assistance

Special Note

Many people who are deaf learn ASL as their first language and English as their second language. It is important to know that ASL is a distinct language defined by its own unique characteristics. People who are deaf often view themselves as a cultural, linguistic minority. As with any cultural group, they have their own values, social norms, and traditions.

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