How to teach a deaf or hard of hearing student

Teaching Deaf or Hard of Hearing Students

Educators that teach deaf or hard of hearing students must familiarize him or herself with the special requirements the student will need. There are many students that may be classified as deaf or hard of hearing that attend mainstream classes. These students may use a cochlear hearing implant, may read lips, or other forms of technology to communicate. It is important for educators to realize that the use of a cochlear implant does not necessarily indicate that a student has normal hearing. Educators with students who use cochlear implants may need to institute additional communication methods in order to ensure each student understands and retains provided information in a cohesive manner.

Educators that are new to having a hearing impaired or deaf student in their classroom should take as much time that is necessary to prepare. Speaking with other educators that have successfully integrated hearing impaired or deaf students in their classrooms is a great starting point. This can give the novice educator a personal contact and someone to whom they can go to with questions or concerns. Keep in mind that you are not an island unto yourself and though you may face new challenges integrating the hearing impaired student in your classroom, you are not alone. Speak with speech language pathologists, other educators, the child’s parents, and other resource teachers in order to create a conductive learning environment that is based upon proven methods other teachers have used. Never underestimate the information the student’s parents can give you regarding their child. There is no point wasting time on unproven or methods that have shown themselves to be ineffective. By carefully preparing for the hearing impaired student and speaking with a team of professionals, you can make certain you start your class and the student’s learning experience in the best manner possible.

Communicating with the hearing impaired student is of the utmost importance and you may find that creating a signal for the student to use if he or she does not understand a lesson is the best strategy. You may wish to speak to the full class so they are aware of the hearing impaired student’s condition. Make certain to do this in a manner that does not isolate the student or cause him or her to feel self-conscious about their hearing loss. You may find the best strategy is to meet with the hearing impaired student before class starts on a one-on-one basis. This can enable you to assess the student’s current strengths and weaknesses. Make certain that the student has the support and resources need to properly integrate in the classroom.

Educators must familiarize him or herself with the technology used to improve hearing. These include hearing aids, cochlear implants, assistive listening devices, and soundfield FM system. Educators may find that keeping a spare set of hearing aid batteries on hand for the student who wears them is a good strategy. Usually, students wear two hearing aids, depending upon the degree of hearing loss. It is important to understand that hearing aids do not restore hearing loss to normal levels, but rather serve to amplify sounds so that tones may be heard. Students with hearing loss should sit up close to the teacher or the direction in which the sound is coming from.

Educators with students that use cochlear implants should familiarize themselves on the nature of these implants and how they are best used. Often, students with cochlear implants use additional forms or communication methods such as lip reading and speech training. Do not assume that because a student uses a cochlear implant, they are ready to integrate in your classroom without any assistance. The student may still require special attention and may continue to have difficulty hearing in the classroom. Also, keep in mind that each student with hearing loss is different and two students with cochlear hearing implants may respond differently to sounds. You must treat each and every student on an individual basis and find the best communication methods for all.

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April 25, 2018 By: B Marker comment

You just gave birth to a glowing infant. As she nestles in your arms, you’re enamored with her. The rest of the world vanishes. Soon the doctor’s take her away to perform the hearing test. You devour your hospital food because you’re so hungry. All the while, you can’t wait to hold her again. When your infant finally returns, a doctor enters the room. He looks like he has to tell you something important.

You learn your child has failed the hearing test. This comes as a surprise. No one in your family was born deaf. Through all the information you receive, you gather that there’s a lot unknown about teaching deaf and hard of hearing students. Will my child ever communicate? How will she learn to read?

In this post, I interview Chelsea Hull, a deaf and hard of hearing education specialist. She’s the daughter of a hard of hearing mom. In an effort to pass down the deaf culture she grew up in, she’s also taught her two children ASL. Chelsea is troubled by the low literacy rates in the deaf and hard of hearing community, and as an education specialist, she works to improve learning opportunities for deaf and hard of hearing children. Here’s the interview:

There isn’t a lot known about teaching deaf and hard of hearing students to read. They’re an overlooked subset of struggling readers, but their struggles are profound. Why do deaf and hard of hearing children struggle so much with reading?

Deaf and hard of hearing students graduate high school at the 3 rd or 4 th grade level in reading. Teaching deaf children to read is a challenge for educators, because educators don’t often understand the unique language, culture and needs of deaf and hard of hearing students.

Most importantly, most deaf and hard of hearing kids are born to hearing parents. This means, their parents often don’t speak sign language. Since their parents often don’t know sign language, these children grow up in a language poor environment.

When deaf kids start school, they’re often still trying to learn sign language. Since they haven’t even learned their native language, it’s difficult to begin reading in English, an entirely different language.

Teaching deaf children to read really involves two different languages. Can you describe some differences between English and ASL?

Yes, ASL is completely different from English. The grammar rules are different. Sentence structures are different. There are different words that don’t necessarily even exist in English. ASL also conveys messages through facial expressions much more than English. You have to be very expressive if you can’t change your tone of voice. You don’t have a tone of voice!

Teaching deaf kids to read is difficult, partly because they cannot read in their native language.

By definition, ASL is not a written language. Therefore, all deaf and hard of hearing kids must learn to read in a nonnative language.

How are deaf and hard of hearing children diagnosed?

Newborns receive the Newborn Hearing Screening, which is a very accurate test. If a newborn fails the test, they come back for another test at one month. The tests are sophisticated and reliable.

About how many children are deaf and hard of hearing?

3 per 1,000 babies are deaf and hard of hearing. Among those 3, 1 will be severely, profoundly deaf, another will be hard of hearing and another will have a chromosomal disorder. All of these kids will likely struggle with reading. Teaching deaf children to read is a process that begins with teaching them both English sounds and sign language as soon as possible.

After a parent learns that their child is deaf or hard of hearing, what are the next steps?

Parents are referred to a local intervention center. Often kids start receiving intervention services at 6 months of age. The hard of hearing children are fitted with a hearing aid at 3 months. The profoundly deaf can receive cochlear implants sometime around 1 year of age. This means, many of these children will not have access to sound during much of the first year of life. Thus, they will not have access to spoken language.

Teaching deaf students to read requires helping them with phonics sounds. In reading instruction, phonemic awareness is the ability to play with sound. If by definition deaf and hard of hearing students have limited access to sound, how do they acquire phonemic awareness?

During the first year of life, a hearing baby has access to sound. This is critical for their language development. Deaf and hard of hearing children can’t hear all sound for much of that first year. This sets them up for a language delay.

Since they don’t hear sound as well, that can’t develop phonemic awareness as well either. In reading instruction, phonemic awareness is critical. From reading research we know that phonemic awareness (or sound awareness) is the greatest predictor of future reading success. Well, deaf and hard of hearing kids enter school with very poor sound skills and often overall language skills.

How do we help deaf and hard of hearing students acquire phonics sound knowledge?

Deaf children need step-by-step sound (or phonics) acquisition. Since they struggle with sound, they need a systematic approach to reading. If they adapt and learn the sound structure early, they’ll have a better chance in reading.

Also, educators need to make sure classrooms are set up appropriately for deaf and hard of hearing students. Even if a child has a hearing aid, her radius of hearing is about 3 feet. Classrooms are noisy. Kids chit chat, blow their noses…etc. There’s a lot of ambient noise. Since there’s so much ambient noise in classrooms, many hard of hearing students cannot even hear the lesson!

In these environments, they don’t even have a chance to acquire reading skills.

What else can improve learning outcomes for deaf and hard of hearing children?

I cannot emphasize enough the importance of learning ASL. Deaf and hard of hearing kids need a native language. In my field, we all know who does best. We call them deaf with a capital D. These are deaf children born into deaf families, meaning mom, dad, grandma, grandpa, aunt—many family members—are fluent, expert speakers of ASL.

The whole family works together to give the deaf child the gift of language. They teach that deaf child to become an expert ASL communicator. If a child has a native language, they’ll perform better in school and have more opportunities in life.

However, most deaf children are born to hearing parents. If the parents learn ASL, their child will do much better. Essentially, deaf and hard of hearing children need a way to communicate early, just like everyone else.

Chelsea Hull is a deaf and hard of hearing education specialist. She can be reached at her website: chelseasbusyhands.com. She also has a YouTube channel: Chelsea’s YouTube Channel.

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John Carew, MD, is board-certified in otolaryngology and is an adjunct assistant professor at New York University Medical Center.

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Are you a teacher who has a deaf or hard of hearing child in your classroom this year? Here are some tips plus resources available on the web.

Tips for Inclusion

Give deaf/hoh child seat in front or near the front. This one is just common sense because the deaf/hoh student needs to be able to see the teacher and blackboard (or whiteboard) clearly.

Be careful about turning your back, because then the deaf/hoh child cannot read your lips. Face a deaf/hoh student when talking to them directly.

Talk directly to the child, not to the interpreter (if there is an interpreter). It is important to do this so that the child feels part of the class.

To reduce the risk of a deaf/hoh child being bullied, encourage the child or child’s parents to explain deafness/hearing loss to the class.

Always write tests, quizzes, and homework assignments on the board.

If you have a mustache and the deaf/hoh child reads lips, consider shaving it off or reducing it to a small enough size that does not hinder lipreading.

If the class is watching a film, either make sure the film is captioned or provide the child with a copy of the script.

Do not treat a deaf/hoh child any differently from the hearing children. That means no special treatment.

Request the assistance of an itinerant teacher or resource teacher. They may have more suggestions and be able to provide assistance.

If a website used in the classroom has only audio, make notes for the deaf/hoh student.

Provide an older deaf/hoh student with note-takers, either peer or professional.

Be aware of the importance of classroom acoustics, as it has an impact on how much the deaf/hoh student is able to hear.

Resources on the Web

Further suggestions can be found on the following web resources:

• Hands and Voices has a PDF, “Mainstreaming the student who is deaf or hard of hearing: A guide for professionals, teachers, and parents.” Pages 17-20 are especially useful for teachers.

Books and Articles

Our Forgotten Children: Hard Of Hearing Pupils In The Schools (Third Edition) (compare prices), is published by the AG Bell Association. This book has become a classic, discussing the needs of hard of hearing children who can be overlooked. One article is “Investigating Good Practice in Supporting Deaf Pupils in Mainstream Schools,” Educational Review, v53 n2 p181-89 Jun 2001. The abstract states that it is a survey that identified best practices for meeting the needs of deaf students in the mainstream.

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• 0:04 Deaf or Hard of Hearing?
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Dana teaches social sciences at the college level and English and psychology at the high school level. She has master’s degrees in applied, clinical and community psychology.

Deaf or Hard of Hearing?

Take a moment to think about the sounds you have heard today. Perhaps you woke to an alarm clock. Maybe you heard the phone ring, listened to music, or were alerted that your breakfast was ready by the dinging of the microwave oven. As a student, how much do you rely on your sense of hearing?

Many of us take these day-to-day sounds for granted because we have no idea what life might be like without them. This is the reality for people who are deaf or hard of hearing, and students who are hearing impaired face unique challenges. Let’s take a moment to define the terms deaf and hard of hearing.

Being deaf means that the individual cannot hear at all or has very little hearing ability. Someone who is hard of hearing can usually hear some level of sound but may struggle to hear certain volumes, pitches or frequencies. Language becomes difficult for those who are very hard of hearing or deaf, and depending on their level of hearing loss, they may or may not speak.

It is estimated that 30 out of every 1000 school children are deaf or hard of hearing. Causes of hearing impairment include gradual hearing loss, or a decline in the ability to hear over time, and congenital hearing loss, or hearing impairment at birth.

Gradual hearing loss may be the result of aging, noise, or both. Age-related hearing loss happens when the middle and inner ear are damaged and change over time. Congenital hearing loss may be genetic. It may also be caused by exposure to a harmful substance in the womb, or some complication at birth.

No matter the type or severity of hearing loss, it can present unique challenges for students in the classroom.

Hearing Loss

Imagine if you couldn’t hear all or even part of what was being said in the classroom? That would make it really tough to do well in school, wouldn’t it? It would probably affect how you feel about school, yourself, and even your future opportunities.

Hearing impaired students face unique educational, psychological, and behavioral challenges in the classroom. They may experience frustration, withdrawal, anxiety, or embarrassment as a result of the limitations on their hearing. The future may not seem as bright for these students, as they may struggle to live independently and establish a career or relationships.

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Source: UC Berkeley DSP

For obvious reasons, students who are deaf or hard of hearing face enormous obstacles in an academic setting. It is essential that instructors maintain effective communication with these students, though instructors may sometimes feel awkward working with sign language interpreters or resorting to visual communication techniques (body language, gestures, and facial expressions).

Students who are deaf or hard of hearing are not all alike. Some are extremely adept at reading lips and others are not; some communicate orally and others use sign language, gestures, writing, or a combination of these methods. In class, students who are deaf may have sign language interpreters, or they may rely on real-time captioners (people who immediately type whatever is said so that the spoken utterance can be read on a computer screen). Students who have some usable hearing may use a device to amplify sounds: in class they may rely on hearing aids alone, or they may use an “assistive listening device.” When students are using assistive listening devices, instructors may be asked to wear cordless lapel microtransmitters.

Following are suggestions for improving the academic situation of students who are deaf or hard of hearing.

• Always speak directly to the student, not to the student’s sign language interpreter.
• During class discussions, ensure that no more than one person speaks at a time. When a class member asks a question, repeat the question before answering
• Loss of visual contact may mean loss of information for some students who are deaf or hard of hearing. Unless the students are using sign-language interpreters or real-time captioners, be sure that the students have visual contact with you before you begin lecturing. Avoid giving information while handing out papers or writing on a chalkboard.
• Provide seats near the front of the class so students with hearing impairments can get as much from visual and auditory clues as possible.
• Use captioned videos whenever possible. When showing uncaptioned videos, slides, or moviesprovide an outline or summary in advance. If the classroom must be darkened, be sure that the student’s interpreter is clearly visible.
• When reading directly from text, provide an advance copy and pause slightly when interjecting information not in the text.
• When working with the chalkboard or an overhead projection system, pause briefly so that the student may look first at the board/screen, and then at the interpreter, to see what is being said.

Last modified: Tue, Feb 28, 2012, 02:33 by Wendi Chaka

University programs in the United States that prepare teachers of children who are deaf or hard of hearing provide both teacher certification and opportunities for research. Teachers of the deaf and hard of hearing in the United States may work in public or private programs. Some students with hearing loss attend state residential schools and private day schools. Larger cities have public school programs that include small classes for children who are deaf or hard of hearing as well as resource programs for children who spend part or all of their time in the regular classroom. Many rural areas serve their deaf or hard of hearing students using sign language interpreters and traveling teachers known as itinerants. University research in the area of deaf education focuses on various aspects of deafness: deaf culture and the deaf community, native signed languages, technology advances, and teaching methods for children who are deaf or hard of hearing.

Deaf Culture

Most graduate programs can offer to international students, both hearing and deaf, the opportunity to study deafness as a culture and apply that knowledge to their own countries of origin. Almost every country has a community of deaf individuals. In the United States, this community is active, and reaches out to other communities around the world through Deaf Way celebrations, Deaf Connection, and the presence of deaf international students in college programs such as Gallaudet University and the National Technical Institute for the Deaf.

Linguistic Studies

Many deaf education programs require students to become proficient in American Sign Language. Part of cultural experience is a shared language. There are several graduate school programs throughout the United States that research sign language linguistics. The faculty and students from these programs attend national and international conferences where American Sign Language is compared with the national signed languages of many other countries.

Technology Research

Technology research by faculty in universities in the United States focuses on three primary areas: communication, education, and audiology research. Communication technology includes rapidly growing fields such as computer-based communication, visual telephone relay services, and captioning for film, and television. Educational technology includes computer software designed for the learning needs of children who are deaf or hard of hearing, real time captioning for the classroom, and use of the world wide web, videotapes and compact DVDs to help students learn to read and write. Audiology technology includes work in improving hearing aids and cochlear implants, as well as improvement of FM sound systems in classrooms, businesses, and community centers such as churches and theatres. Professors in Deaf Education do not usually conduct audiology research; however, many universities have programs in both audiology and deaf education that may work together.

Educational Research

Research studying various methods for improving education for students with hearing loss is taking place in graduate programs in universities across the United States. Education for children who are deaf or hard of hearing is a topic in which there are deep divisions in American universities and schools. Professionals, parents, and members of the deaf community disagree about whether children with hearing loss should speak or use sign language or both, whether cochlear implants are ethical for use with young children, and whether young children with hearing parents should be introduced to members of the deaf community. Although many American deaf individuals are literate in English, language and reading progress has been very limited for the majority of deaf children leaving secondary school. Unemployment and underemployment is high for deaf individuals in the United States.

Important Questions

International students coming to the United States to attend graduate programs in deafness or education of individuals who are deaf or hard of hearing should look carefully at the program they are considering.

• Does this program have a single philosophy about communication mode or language instruction for deaf children? Does the program provide instruction in various ways that individuals who are deaf communicate? The graduate student’s own country may have specific educational trends that may match one graduate program philosophy better than another.
• Do faculty members of this university conduct research in a specific area or areas as well as offering teaching endorsements? Results of research relating to cultural issues, signed languages, technology, communication modes, audiology, and teaching methods may often translate into information useful in other countries.
• Is a part, or all, of the university program available through distance education? Although distance education is convenient, a student must have strong skills in written English to participate successfully.
• If the graduate student plans to live and study at the university, does the deaf education program have access to other facilities, such as clinics and public and private schools where the student can get practical experience?

Work being done in graduate programs in deaf education in the United States can be applied to the education of similar populations in other countries. Research, particularly in technology and linguistics is becoming international. Scholarly articles from other countries are published in American professional journals, and American sources are used in research taking place elsewhere. International students can benefit from these programs.

Individuals navigating a multitude of disabilities that often aren’t evident by the naked eye, frequently do not disclose them. As a result, these individuals often aren’t taking advantage of tools that can greatly assist them in their studies, workplace or daily lives.

This reality is elucidated by statistics, which include:

• 1 in 8 people in the U.S. is experiencing hearing loss in both ears, according to the National Institute on Deafness and Other Communication Disorders (NIDCD) .
• 1 in 4 US adults has a disability that impacts major life activities, yet only 4% disclose it in the workplace. 54% of adults with hearing loss have worked for a significant amount of time without disclosing it, reported the Sunday Post .

Students managing disabilities in the classroom, are often embarrassed to share them or do not have a thorough knowledge of the resources that are available to them. With this knowledge in mind, campuses should not wait for students to self advocate for disability accommodations.

Campuses can start by providing key technologies to deaf and hard of hearing students and consider ways to implement them when initially designing classroom and student experiences. When these students’ needs are served, their academic performance and ability to reach graduation improve significantly.

What Technology Assists Students with Disabilities?

Technology can greatly support students in reaching their full academic potential. By giving them a few tools, universities can level the playing field for all students. There are also low, mid and high tech assistive technology options, which often work well in combination.

Using technology can be as simple as printing texts in larger fonts, if students struggle to read smaller text. Additional methods include offering electronic Braille to help blind students read both texts and graphs, providing transcription of lectures to help with note taking, implementing spin and puff systems to help students with mobility issues control on-screen movement with their mouths and much more.

Technology for Hearing Impaired Students in the Classroom

According to the NIDCD , there are three types of technologies that can aid students living with hearing loss in the classroom: assistive listening devices, augmentative and alternative communication devices and alerting devices.

Assistive Listening Devices

“Assistive learning devices help amplify the sounds you want to hear, especially where there’s a lot of background noise,” explains the NIDCD.

Hearing loop systems, also known as induction loop systems, are another example. According to the American Speech-Language-Hearing Association (ASHA) , universities can connect a professor’s microphone directly to a student’s hearing aid with a wire that goes across the room. The electric current that moves through the wire when the professor speaks make it easy for the hearing impaired student to hear, even when the class is large or noisy.

Similarly, frequency modulated (FM) systems can use radio signals to transmit sound from a professor’s microphone “to an individual at a constant volume, regardless of a person’s distance from the FM microphone,” explains the Laurent Clerc National Deaf Education Center . Depending on the student’s level of hearing loss, FM systems are used as augmentative communication devices as well.

Augmentative and Alternative Communication Devices

Augmentative devices help hearing impaired students understand others and communicate better themselves.

According to NIDCD, “keyboards, touch screens” and a “display panel… [that] faces outward so that two people can exchange information while facing each other” can be used to improve communication. Campuses can implement these technologies in both classes for effective communication and in offices that provide services to students.

Presenting clear texts and visuals in presentations can help professors communicate their messages more clearly to students too.

Alerting Devices

Alerting devices adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink intensely with a bright red light to get the attention of hearing impaired and deaf students.

Speech-to-text devices for hearing impaired students have also been a game changer. Also known as speech synthesis, these devices translate human speech to text. As technology has progressed, these devices have become more efficient, now reaching 99% accuracy.

How Modern Technology Helps Students with Hearing Loss

Technologies designed for hearing in the classroom are abundant and diverse.

For example, automatic speech recognition, or ASR, software often helps with the differentiation of different voices in classrooms. The transcribed text can help students determine who said what. This usage comes into play during class participation or when students speak out of turn.

When these devices, or other transcription software products, are powered by artificial intelligence and machine learning, they can also be trained to understand course material. To make the tech smarter, software providers often input related articles, books, current event information and terminology into the system.

The system also gets smarter the more it is used, which makes providing accurate course transcription and captions for course videos easier, faster and more cost effective.

As a result, institutions can feel comfortable providing real-time captions of lectures or webinars to students. Real-time captioning is helpful for all students, in addition to those who are deaf or hard of hearing, by providing them with another method of retention – a visual aid.

Technology Helps All Students, Not Just Those with Disabilities

When you provide technology that assists deaf or hearing impaired students in classrooms, you also serve a wide range of student groups that do not have disabilities too.

Students studying in their second or third language might find it easier to follow what’s being said if captions are provided. Captions also help when reviewing course videos on a train for example, as students commute, but are unable to play the audio out loud.

Academic transcription software can also be used to support students without disabilities, but who struggle with note taking or those who miss a class and need access to its lecture material.

By planning ahead to serve diverse needs, campus leaders can provide personalized learning paths with technologies that assist in improving all students’ performance, whether or not these individuals actively seek out the university’s help.

By Marilyn L. Weber

Imagine trying to learn a lesson in a classroom trapped inside of a clear sound-proof box. The only way you can gather information is visually and you will be tested on what you’ve learned – or were supposed to have learned – at the end of the day. Seems a bit unfair, doesn’t it?

The only way you can gather information is visually and you will be tested on what you’ve learned – or were supposed to have learned – at the end of the day. Seems a bit unfair, doesn’t it?

This could be anything from the basic ABC’s to complex mathematical equations – deaf and hard-of-hearing students face many challenges in their day-to-day lives. So much so that their challenges in the classroom are all too often over-looked.

With that being the case, here are 10 challenges that deaf and hard-of-hearing students face in the classroom, along with guidelines for teachers on how to mitigate them:

• Classroom Acoustics: Acoustics are often a problem in the classroom, but luckily there are several ways to solve this challenge. Deaf or hard-of-hearing students need full visual access, so the best seating arrangement for full participation, engagement and access by these students is to arrange desks in a “U” shape. This will allow the students to see who is speaking, and participate fully in the conversation.

Also, we recommend not placing a deaf or hard-of-hearing student near the A/C unit in a portable building or near a window. Hearing aids can pick up and amplify all outside sounds – making it impossible to understand what is happening inside of the classroom if you place a student by a window. Be mindful that if there is carpet in the room–it helps with the distinction of sounds versus hardwood floors, allowing sounds to bounce around and become overwhelming.

• Lighting: Fluorescent lights emit a special sound that interferes with hearing aids and cochlear implants, making it even more difficult when trying to distinguish what peers or the teacher are saying. Consider the placement of the window in relation to the teacher, the interpreter and the deaf or hard-of-hearing student. Windows and light should not be behind the interpreter or teacher because this makes it difficult, if not impossible, to see the signs produced by the interpreter or the teacher’s lesson.

• Language Deficiencies : Keep in mind that some deaf students’ first (or second!) language may not be English. Be sure to provide an appropriate interpretation service that will effectively communicate the lesson in their primary language.

• Experiential Shortages : Research shows that deaf students often lag behind their hearing peers when it comes to number concepts, language and problem solving skills. Hearing students constantly absorb new information and knowledge through the daily noises, conversations and language that is spoken around them. Deaf and hard-of-hearing students do not have that luxury. Teachers can bridge this gap by being flexible in the way that they respond to the educational concerns of their deaf students.

• Lip-Reading/Residual Hearing : Teachers often hypothesize that their deaf students are capable of lip-reading – which can be true – but it is essential to keep in mind that only 30-40% of spoken English is distinguishable on the lips. Students who rely on lip-reading often perform better when it is a subject that is familiar. When lecturing students, teachers should consistently face their deaf students, never talk when handing out papers, pause before heading into a new subject and give the deaf student applicable time to process the preceding subject’s information in case he/she has any questions.

• Inadequate Knowledge and Awareness: Every child learns differently. Even if teachers are given instruction on how to best assist one of their deaf students, it could be completely different for the next, resulting in an academic gap.

To minimize this educational gap, teachers could present the directions of tasks in an assortment of ways to be positive that the deaf student will comprehend and complete tasks properly. It is important to not assume that because a student can hear sound and voices, that he or she can distinguish speech and process acoustical language.

• Social Concerns: Children who are deaf often tend to feel uncomfortable in the classroom when drawing attention to their hearing problem. They want to be like their friends with ‘normal’ hearing, so this drives them to mainly keep to themselves and prefer to not take part in classroom activities.

This lack of engagement and attention often wears on the child, making them tired and can cause headaches. When arranging seating charts, keep in mind that it is best to incorporate deaf students into smaller groups. This will help the child relax and focus on their school work rather than unwanted, distracting social interactions.

• Collaboration: Due to busy schedules during the school year, it is often difficult to hold regular, collaborative meetings with the individuals that are critical components to a deaf student’s academic progress. We recommend that teachers remain in constant, close communication with the student and his or her parents, as well as make sure the interpreter is available to assist with complete understanding. This will ensure that everyone is on the same page and is available for ongoing conversations about proper educational techniques and adequate learning environments for the deaf or hard-of-hearing student.

• Curriculum and Instruction: Some teachers require all students to take lecture notes during class. A suggestion to assist the deaf student with this requirement would be to provide them with a written or digital copy of the lecture information beforehand. If it is preferred that the student engages more actively in class, teachers can provide a printed copy listing key points, so that the majority of the student’s attention remains on the lesson. We also encourage teachers to use interactive whiteboards if available.

• Lack of Resources: Often schools are not capable of supplying their deaf or hard-of-hearing students with the proper technology that could significantly increase the learning development process. This could be any form of assistive technology – interactive whiteboards, VRI, chat rooms, strobe lights, digital pen technology, closed captioning on all movies and videos, infra-red systems – hearing aid compatible, computer assisted note taking, ASL videos for testing materials, alert systems such as vibrating systems, and alarms and interpreters in the classroom.

These are only 10 of the many challenges that deaf and hard-of-hearing students face in the classroom, and we hope it helps open conversations in your school and district about taking a few additional steps to assist deaf students in the classroom. By acknowledging the challenges deaf students are facing and implementing strategies to alleviate those learning barriers, teachers create a learning environment that will benefit all students every day.

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In the early stages, teaching deaf and hard-of-hearing children to write is similar to the techniques for hearing children 1. The manual alphabet and the written alphabet work together well — there is a manual equivalent for all 26 letters. However, hearing children, and to some extent hard-of-hearing children, can learn parts of words through sound, a technique that is not accessible for deaf children. English grammar is ordinarily learned by hearing it. The traditional approach has been to teach deaf students general rules of grammar, such as subject-verb-object word order. This can be confusing for students when they encounter the numerous deviations from general rules.

Manual Alphabet

For someone who already knows the manual alphabet, the teaching activity is simple — point to the printed letter, show the sign for the letter. Deaf children normally learn this at the same pace as their hearing peers 1. Supplemental materials such as children’s alphabet books, are helpful because colors and images aid memorization. For both deaf and hard-of-hearing students, the learning process for writing letters is a motor activity and proceeds as it does with hearing children — a lot of scribbling, followed by attempts that vaguely resemble letters. With encouragement and standard connect-the-dots guides, children refine their technique and letters come into focus.

Words

Using American Sign Language as a linguistic base also helps hard-of-hearing children because they are likely missing some percentage of speech. That gap can be filled in by ASL. For both deaf and hard-of-hearing students, ASL makes it possible to discuss the meaning of printed English words. A simple activity for vocabulary is a stack of flash cards with printed words. Show the word, share the ASL equivalent and discuss the meaning of the word in ASL. As a child’s vocabulary grows, have him write the word and meaning to reinforce memorization of spelling and definition. In English, many words — called homonyms — have multiple meanings. You can show the word in both sign and print, then discuss the different meanings. For example, “bat” could mean a flying animal or an object to hit a baseball. Have him write the word, then draw images of different meanings of the word.

Sentences

Sentences are where grammar enters, and where the sequence and hierarchy of instruction diverges from techniques for hearing children. A useful visual tool for teaching grammar are grammar mind maps. These serve as grammar flow charts, showing how meaning changes depending on how a sentence is structured. Because it’s visual, it’s best to see examples to understand how to create these (see Resources). Progressive English instructors in deaf classrooms are working with other ways to make it easier to visualize English grammar. An example is called manipulative visual language, a system that uses colored shapes to help identify and recognize grammatical patterns. A good home activity that makes learning grammar accessible at an early age is the use of word magnets on refrigerators. Encourage children to create their own sentences, then show how their sentences are structured in English. This gives them a basis to compare, contrast and ask questions.

Encouragement

During these activities, your ongoing encouragement and warm praise for students as they learn is their greatest reward. Patience and persistence is important too, for both instructor and student. When a student gains the conviction that they can write well, it can happen. Your effort and support are essential ingredients 1.

What Is Meant by Non-Discriminatory Evaluation?

Deafness is defined as the inability to comprehend spoken language. The Individuals with Disabilities Education Act, or IDEA, defines deafness as “a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification.” Hard of hearing, however, is defined as a mild to moderate hearing loss that can be improved through the use of amplification devices. Whether deaf or hard of hearing, students with this disability are entitled to a free and appropriate public education, or FAPE. In order for schools to provide FAPE, there are various supports, services and educational placement options for students who are deaf or hard of hearing.

Educational environment options including mainstream and inclusion placements involve educating a deaf or hard of hearing student alongside hearing students. In an inclusion program, a deaf or hard of hearing student attends all classes with hearing students, whereas mainstreamed students typically attend some special classes in addition to classes with hearing students. Placement is always determined by the Individualized Education Plan or IEP. This document is developed and implemented by a team of educators including the special education teacher, general education teacher and any other service providers who interact with the student.

The Individuals with Disabilities Education Act

IDEA mandates that “to the maximum extent appropriate” every child with disabilities be educated with children without disabilities, and that special classes or separate schooling occur only when this cannot be accomplished satisfactorily. The National Association of the Deaf, in their “Position Statement on Inclusion,” argues that this does not, however, require that students be placed only in classrooms with hearing students, and expresses concerns about “full-inclusionists” who “call for the elimination of special schools and programs for all students with disabilities.”

The National Association of the Deaf supports the use of American Sign Language for deaf children early in their development. Research supports the idea that even profoundly deaf children will benefit from the visual representation of language. There is a greater risk of delayed language development when children are not exposed to language in visual form.

Mainstreaming

Many mainstreamed students spend most of their school day in classes with hearing students, however, their home classroom is a special education class. Mainstreamed students are often expected to keep up in classes with hearing students without additional resources. However, when students are educated in a specialized classroom, they will receive any and all of the services as outlined in the IEP. These may include an interpreter, the use of sign language, or hearing devices. Because special instructors or interpreters do not accompany students, mainstreamed deaf or hard of hearing students can interact more directly with hearing students. However, depending on the individual student’s difficulty communicating with his or her hearing peers, the lack of an interpreter can increase isolation. It is important for educators to continually monitor a student’s placement to ensure they are making adequate progress both academically and socially. If not, changes may need to be made. Any changes to placement or services requires a new IEP.

Inclusion

Deaf or hard of hearing students in inclusion programs attend classes with hearing students. A variety of additional services and resources may be involved in inclusion – interpreters, note takers, teacher aides, teachers of students who are deaf, and consultants. Disadvantages of inclusion include limited opportunities for direct instruction and communication, since the student interacts with teachers and peers primarily through an interpreter. In addition, there may not be enough qualified interpreters or support staff in a local school district to adequately support inclusion.

Placement

When deciding what placement decision is best for their student, parents and caretakers should first consider the student’s academic, social and communication needs: the student’s academic level, what form of communication he or she best uses to learn, what opportunities for interaction with peers and role models best suit the student, and what the student’s preferred method of communication is for social interactions.

When considering mainstreaming or inclusion for their student, parents or caregivers should also consider the level of support for the student, including access to TTYs, closed-captioning services, note takers and other assistance devices, and whether the school includes other deaf students of similar age. Placement options should always be a collaborative decision with input from all stakeholders to determine where the student will be most successful.

It is important for families to be well-versed in the laws that support students with disabilities. Often, parents are the number one advocate for their child. There are typically many local resources available to families to help assist in this type of advocacy work. It certainly may be a scary or daunting task, but with the right supports, families can successfully partner with schools to ensure to the best possible outcomes for students. Remember, the laws are there for a reason and should be applied appropriately for students. Also, partnership is key! Establishing positive relationship with school personnel goes a long way to ensuring a student’s needs are appropriately met.

Students who are deaf or hard of hearing receive information in various ways: through an interpreter; through lip reading; through an assistive listening device (ALD); or through C-Print or a similar system of speech to print. The following tips can contribute to the student’s success in your class.

Classroom

• Students who are deaf or hard of hearing depend on their vision to watch an interpreter or speech read.
• Ensure the student has a clear view of the instructor and interpreter.
• Standing in front of a light source puts your face in a shadow. This makes it very difficult to speech read.
• Avoid speaking when the student cannot see your face, such as when you write on the board or walk around the room.
• When referring to items on the board, point directly to the word or phrase you are referencing.
• All videos and video clips need to be captioned.

Interpreters

• Look at the student, not the interpreter, when talking.
• Speak directly to the student, using first person language. Ask “Do you have a question?”, rather than “Does she have a question?”
• Speak naturally, the interpreter will ask you for clarification or for you to slow down, if needed. The interpreter will lag behind you a few words in order to hear a complete thought before signing it.
• The interpreter does not explain, clarify, or give advice about the class material to the student.
• Make sure the lighting is adequate for the student to see the interpreter.
• Avoid private conversations with others in the presence of a student who is deaf because the interpreter must interpret everything that is said.

Teaching Strategies

• Provide written announcements for test dates, assignments and other important information.
• Repeat questions from the class before responding. A student using an ALD hears only what comes from the microphone, missing anything else spoken.
• Do not talk to the class at the same time you are having them read something.
• When an interpreter is being used in class, allow enough time for the student to participate is discussions through the interpreter. It is important that only one person speakat a time.
• Providing a copy of notes or power point slides in advance to the student and interpreter/C-Print captionist will aid them in following the lecture. This also allows time for the student and interpreter to prepare signs for specific terminology or unfamiliar words.

Revised July 2018

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Considerations:

While deaf and hard of hearing (D/HH) students can face challenges with hearing and listening, their experiences cannot be easily generalized. Some people who are completely deaf are still oral, while others prefer to use sign language. Others are nonsigning and prefer captions. Others simply have difficulty hearing, and can supplement their limited hearing with lipreading. What works for one person might not work for the next, so keep an open dialogue with your students.

Identifying reasonable accommodations for each person’s situation involves its own shortfalls. ASL interpreters and open captioners are expensive. Students who prefer one type of accommodation are sometimes forced to use the other, meaning that they are learning to read captions or signs while also learning a new language. It is hard to find an interpreter with the ability to understand both languages and to finger spell the way vocabulary is written and spoken.

Barriers to participation can be created by the traditional way that desks are organized in the classroom, e.g. with the desks in rows and columns. If the student uses lipreading or an ASL interpreter, it can be difficult to keep up with a class discussion if they are off to the side. Following a spoken lecture combined with other visuals such as a slideshow can be difficult if the student is required to look from one end of the classroom to the other, or to follow a lecture while reading the board.

Activities involving multisensory input such as watching a movie while listening to the teacher explain something that is going on are not accessible to a student who is only using the visual sense.

Some deaf and hard of hearing students are unable to meet listening and speaking requirements presented by traditional language classrooms. Reading and writing create no problems whatsoever.

Deaf or hard of hearing students sometimes benefit from opportunities for one-on-one practice, while many classrooms have 30 or more students. This means that many do not get the same level of exposure from the traditional classroom as their hearing counterparts.

Solutions:

If you work on a university campus, make sure to connect with the disabled student services office (DSS) or the institutional equivalent. They can make interpreters, notetakers or assistive technology available. Meet with them before you even have a deaf or hard of hearing student enrolled to get a sense of the resources and how to request support. If your student requires interpreters, the DSS will likely take charge of that without you having to do anything, but make sure that if you do a class activity outside of regular hours such as a field trip, that you let them know in advance so that they can make the necessary extra arrangements.

Organize a meeting before the semester starts with your student, and a sign language interpreter if that is necessary to facilitate communication. Identify the student’s learning style. Explain the layout of the room, expectations of the class and other details so that you can work out with the student any modifications that might need to be made to these aspects.

Set aside budget in your programming for captioners or sign language interpreters. Universities will often have this funding through the DSS office , and smaller organizations might consider making it a habit of setting aside between 1% and 3% of their operating budget for disability -related expenses.

Consider organizing the desks in your classroom in an arc. If referring to the textbook, make sure that a visual of the textbook page is projected in front of the class, so the student can follow the text while watching you. This way, a D/HH student can visually see everybody and the teacher with minimal movement. This will also facilitate better group discussions.

Recognize that your D/HH students might be better at writing and reading then they are at listening or speaking. Offer alternatives to spoken and listening components of a class. Put a greater weight on writing and reading assignments rather than listening or speaking for the final grade.

Encourage students to practice with each other and to seek opportunities to study outside of class. Dividing students into groups of two or three for regular activities can create more opportunities for everyone to practice. Offering out-of-class assignments which incorporate visual media such as YouTube can not only give all of your students the opportunity to practice the language with a visual input, it can also introduce them to the idea of finding opportunities to experience the language outside of the classroom and outside of the textbook.

Offer an online component of the class in which students discuss a topic by posting thoughts and reflections through a forum.

If the student is interested, consider sharing information with them on online sign language courses in the language the student will be learning. The student may find it helpful to enroll in sign language courses or join local sign language students groups once they arrive to begin their language immersion program.

Dr. Elizabeth Hamilton, a teacher of German at Oberlin College, urges teachers to consider ways that a disability can create opportunities for cultural exploration using the target language. She says:

Students should also be encouraged to explore how deaf or hard of hearing people live in the country of the target language. There will probably be very interesting cultural information to learn, and that in turn will also prompt students to make comparisons with the U.S or their home country.

The Sign Language Interpreter

In the case of a student who is using a sign language interpreter, make sure to understand how best to work with the interpreter while respecting necessary ethical boundaries.

• Describe the classroom layout and arrangement to the interpreter and the student to get a sense from them of what the best positioning would be for class activities.
• Be attentive to how quickly you field questions and move to new subjects as there can be a lag time for your words to be translated.
• Allow people to speak one at a time, because interpreters cannot translate two conversations at once.
• Understand that the role of the interpreter is only to facilitate communication and avoid asking the interpreter to offer advice or explanations of concepts.
• Provide documents such as syllabus, study guides and specialized vocabulary of the course to the interpreter in advance.

Conclusion

Check in periodically with your D/HH students to verify how things are going. Keep an open approach to their suggestions. Supplementing materials or extra help outside of class might be useful. Remember that your students are the experts on their own situations.

By working to create an accessible classroom environment for students with disabilities, you create an accessible environment for all. Tips such as arranging desks in a circular shape, online forum discussions or class-generated notes help everyone.

If you require any extra assistance consider checking in with resources provided by your university, or contacting the National Clearinghouse on Disability and Exchange (NCDE). Our goal is to ensure the success of teachers and students in all things international exchange, including language learning.

Students who are Deaf or Hard of Hearing

Hearing impairment is a broad term that refers to hearing losses of varying degrees from hard-of-hearing to total deafness. The major challenge facing students with hearing impairments is communication. Hearing-impaired students vary widely in their communication skills. Among the conditions that affect the development of communication skills of persons with hearing impairments are personality, intelligence, nature and degree of deafness, degree and type of residual hearing, degree of benefit derived from amplification by hearing aid, family environment, and age of onset. Age of onset plays a crucial role in the development of language. Persons with prelingual hearing loss (present at birth or occurring before the acquisition of language and the development of speech patterns) are more functionally disabled than those who lose some degree of hearing after the development of language and speech.

Since much learning is acquired aurally, many students with hearing problems have both experiential and language deficiencies. Because they do not hear environmental noises and day-to-day conversations, hearing-impaired children miss a great deal of crucial information usually learned incidentally by non-hearing-impaired children. Although students can overcome some of these problems to varying degrees through great investments of time, energy, and effort by parents and educators, such deficiencies continue to be fairly common within the hearing-impaired population.

Most students with hearing impairments use a variety of communication methods. The most frequently used method is a combination of speech reading (lipreading) and residual hearing, which is often amplified by hearing aids. It is important to note, however, that speech reading is only a partial solution, since experts estimate that only about 30 to 40 percent of spoken English is distinguishable on the lips even by the best speech readers under the most favorable conditions.

Many students with hearing impairments can and do speak. Most deaf students have normal speech organs and have learned to use them through speech therapy. Some deaf students cannot monitor or automatically control the tone and volume of their speech, so their speech may be initially difficult to understand. Understanding improves as one becomes more familiar with the deaf student’s speech pattern.

Hearing-impaired students who communicate with speech and speech reading, as opposed to communicating manually with sign language, are referred to as “oral.” The incidence of oral and manual communication varies with regional philosophical differences on the issue. The population of hearing-impaired students at Allegheny is relatively small. Most of the hearing-impaired students at Allegheny are oral.

Most hearing-impaired students use note takers in class because it is difficult to speechread and take notes at the same time. Some hearing-impaired students may have language and vocabulary deficiencies.

Assumptions should not automatically be made about a hearing-impaired student’s ability to participate in certain types of classes. Hearing-impaired students may be able to learn much about music styles, techniques, and rhythms by observing a visual display of the music on an oscilloscope or similar apparatus or by feeling the vibrations of music. Some hearing-impaired students will have enough residual hearing so that amplification through hearing aids, earphones, public address systems, or personal FM transmitter/receiver units will allow participation. It is always best to discuss with the student the requirements of a class and to determine if there are ways that the materials can be modified so that the student can participate in what may become an exciting learning experience for all concerned.

Individual accommodation letters are provided to students to deliver to their faculty members that outline the accommodations approved for that student by SSD. The following list contains suggested instructional tips in addition to possible approved accommodations.

Interpreters in the Classroom

Interpreters are trained professionals bound by a code of ethics. Interpreters have no knowledge of the student’s classroom performance or the etiology of their deafness. In addition to the suggested modifications listed, the following suggestions are helpful for working with an interpreter.

1. Speak directly to the student who is deaf. Don’t ask the interpreter to “Tell him …”
2. Look at the deaf student, not the interpreter. The interpreter will sign whatever you say and voice whatever the student signs. The interpreters are not permitted to voice their own personal opinions or enter the conversation.
3. Speak at a normal rate. The interpreter will ask you to slow down or repeat if the delivery is too fast.
4. Allow the interpreter to sit or stand near you. The interpreter and the instructor should work out the best place for the interpreter to work. The closer the interpreter is to the speaker, the easier it is for the student to see the interpreter, the instructor and any visual aids.
5. Remember that the interpreter will be a few words behind the speaker. Allow the interpreter time to finish so that the student may ask questions or join the discussion.
6. Provide the interpreter with extra copies of materials being discussed in class. This allows the interpreter to study pertinent vocabulary and be prepared for the class.
7. Interpreters are paid professionals and skilled interpreters are in great demand. This makes it important to inform students of any class cancellations or changes as early as possible so they can make arrangements with their interpreters.
8. If the interpreter does not show up, the student must notify the Interpreter Coordinator and a substitute will be sent if one is available. If no substitute is available, the student and instructor can decide what to do (tape the lecture to be interpreted later, allow the student to leave, stay, etc.).
9. Initially, an interpreter’s presence may be distracting to the instructor and other students. However, the initial curiosity will subside and it should be a comfortable situation for all concerned.

Instructional Tips

1. The deaf or hard of hearing student may need a notetaker so that he/she can give full attention to watching the speaker or interpreter. SSD provides carbonless paper for a volunteer notetaker to use in the class. The student may ask for the instructor’s assistance in locating a volunteer.
2. Many students with hearing loss need to receive assignments in written form in order to ensure proper understanding of the requirements.
3. The speaker should face the class as much as possible and speak clearly and audibly.
4. Students will need to sit close to the speaker for maximum intake of visual cues.
5. Avoid covering your mouth or standing with a light source behind you when speaking.
6. The instructor should keep a minimum amount of lighting on when presenting audiovisual information so the instructor or interpreter can be seen at all times. It is helpful to supply the student with a written explanation of a demonstration in advance.
7. Videotapes or movies should be open or closed-captioned. If they are not, the student should be provided with notes or a summary.
8. Refrain from speaking while writing on a chalkboard or while turned away from the student.
9. The use of visual aids (chalkboards, overhead projectors, diagrams, charts, etc.) greatly assists students with hearing impairments.
10. In a group discussion, ensure that one person is speaking at a time. Point to the speaker or have speakers raise their hands. It may be necessary to repeat questions or comments so the student can keep up with the discussion.
11. Allow extra time when referring to written material, since the student with a hearing disability must look at the material and then return his attention to the classroom to keep up with the discussion.

Please visit our website for more information about working with Deaf/HH students.

There are 1 in 6 people in this country who have some form of hearing loss. There is much research about how to treat or accommodate deaf or hard-of-hearing patients but, there is a lack of resources pertaining to how the deaf or hard of hearing can enter the dental profession.

Prior to writing this article, I was hoping to find data as to why there are not more deaf or hard- of-hearing dental professionals. I was curious how many of us are there? The data I gathered on my own is based upon small surveys and is not definitive. So, from my current knowledge, there are less than 1% of us. And, there are very few deaf or hard-of-hearing dental hygienists, but even more rare are deaf or hard-of-hearing dentists.

Can we do this?

I have had many people say to me, “I’ve never met a dental hygienist who is deaf.” I was not shocked. I knew this. People thought I was insane for wanting to become a dental hygienist. I was aware of the challenges mask wearing would bring. The most difficult being the ability to communicate effectively. This challenge did not discourage me. Growing up with hearing loss has given me unique outlooks on life so I knew I would be making a positive impact on the lives of patients with disabilities.

I feel that there is not enough inclusion and acceptance in our industry. We are faced with discrimination and employers’ misconceptions of us. It is a challenge because of mask wearing, lip reading, and noise from equipment used in dental offices. With these barriers – employers do certainly have a hard time hiring a person with disabilities simply because they do not know how to provide accessibility.

In our line of work, the patient is ALWAYS the priority. We accommodate and modify communication, education and treatment styles based on the patient; but if the provider is experiencing their own struggles, then how will they provide the patient with the best treatment possible? To provide the patient with the most complete and comfortable care we need to be comfortable in our environment as well.

To become comfortable in our work environment, accommodations need to be made by the employer. The American Disability Act requires reasonable accommodations be made by employers to allow for people with disabilities to work. If you can perform the requirements of being hygienist then there is no reason why you should not get a chance to perform your job regardless of your disability or accommodations that need to be made.

Where do I start?

Simply by applying to any accredited Dental or Dental Hygiene program. Upon acceptance, notify the disability service center at your school. Another tip is to get together with the instructors early on to develop a clear understanding of how the disability is handled. Get a policy and procedure in place. There are plenty of accessibilities such as clear masks, automated blood pressure cuffs or even special stethoscopes for hearing aid/cochlear implants. Assistive technology is amazing these days. There’s CART which is a real time translation technology.

Hearing loss can vary from mild to severe. Some use oral speech, American Sign Language, or both. Both methods can be hard while performing dental treatments in school and the workforce. The instructor may be teaching us how to use a probe while you are the only person who cannot see her lips. You may have to chart for your fellow student but not only mask wearing is a challenge, there are tons of background noises in the clinic. The dentist may be doing an exam and you have completely missed out on the treatment plan discussions due to, again, mask wearing. Your co-workers may not know ASL which can cause communication conflicts. You may need more than one accommodation.

The Real Barrier.

Fear. The stigma is incredibly real. Having a disability and trying to utilize accommodations can place pressure on us. Dental and Dental Hygiene school are both extremely competitive. When one is required to request accommodation because of their hearing loss, there is a lot of shame. It becomes difficult and uneasy among your peers. I often felt my accommodations were viewed as unfair advantages growing up and still presented the same shame as an adult going to hygiene school. That is where confidentiality comes in. It is a tricky one. It is in place for you as a student, no one must know you are with a disability besides the instructors.

Why Should They Hire Me?

When you hire someone with hearing loss, your office becomes that much more diverse thus bringing in more diverse patients is always a win-win. The team will learn to become compassionate and patient which in turn can create better team members. We are very adaptable. We, in the dead and hard-of-hearing community, are constantly faced with barriers every single day. We are also known to constantly put forth career advancements for better opportunities. We bring in a whole new perspective to the office.

(Note: The Rochester Institute of Technology and National Technical Institute for the Deaf offer workshops on how to better work with your deaf and hard-of-hearing employees. The Job Accommodation Network can also give employers more information on affordable accommodations for DHH employees.)

Respect. Inspire. Educate. Advocate.

To be treated with respect, you must treat others with respect. To give it, you must have it first and foremost, otherwise you do not have a gift to share. You, as a dental professional and student, can show others what it is like to act in the face of adversity. We can open the door for discussion of being integrated into the profession. We can represent patients of disability. We can advocate and set the example that the only limitations are the ones you place on yourself. We can be who we are and what we are destined to be.

Therefore, this is why I (@that.deaf.girl) am working on a non-profit scholarship foundation. Stay tuned!

(Note: The AMPHL can offer training to admissions committees that can help with understanding of the DoHH applicants. The University of Georgia has some great tips on how to teach your deaf or hard-of-hearing students here. The Coalition for Disability Access in Health Science Education has guidelines for faculty who have students with disabilities.)

Careers in Special Education

Teachers of the deaf and hard of hearing in BC are also known as hearing resource teachers and teachers of the hearing impaired.

They work with children of ages who are deaf and hard of hearing. In BC’s public schools, a teacher of deaf and hard of hearing children teaches students speech, auditory, writing, reading, and language skills based on a modified or adapted curriculum developed as a part of the individual student’s individual education plan (IEP).

Teachers of deaf and hard of hearing children may work in district-based itinerant roles traveling from school to school supporting specific goals in accordance with students’ IEP, and supporting the regular classroom teacher and educational assistant or visual interpreter in the program adaptation and delivery. They also utilize a background in speech and language development and audiology.

Itinerant teachers of the deaf and hard of hearing work with other teachers and in some instances, Case Managers, to develop IEPs that integrate information and communication technologies (ICT) to support teaching and learning.

Teachers of deaf and hard of hearing children foster the development of strong literacy and numeracy skills in their students by utilizing a variety of communications techniques, instructional skills, and teaching methodologies.

In many cases, these teachers may work with students with hearing aids, cochlear implants, and other assistive listening devices in a classroom setting. Some teachers will need additional qualifications to support students who need services after they have had cochlear implantation surgery.

Depending on the school’s philosophy, a teacher of the deaf and hard of hearing may work with students in the general classroom or in a smaller room under a Support and Resource model.

In the 2011 school year, school districts posted 11 opportunities for deaf and hard of hearing teachers on makeafuture.ca. In total, the province employs approximately 1,795 special education teachers

Qualifications and Certification Requirements

Teachers of students who are deaf and hard of hearing are certified by the BC Ministry of Education’s Teacher Regulation Branch. Teachers employed in this role are generally required to have a master’s degree in Special Education with a focus on the education of the deaf and hard of hearing or a graduate diploma in a related area.

Deaf and hard of hearing teachers may be certified by the Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDDH). The association has established a set of professional standards—delineating the specific knowledge areas and skills recommended for educators that work with deaf and hard of hearing children.

In some cases, teachers of the deaf and hard of hearing may have sign-language training.

Special Education teachers may also be members of the Special Education Association of BC.

Teacher Salary

BC teachers are paid an annual salary according to their assigned TQS category/level. This category is determined by the Teacher Qualification Service, an agency responsible for evaluating a teacher’s qualifications and years of education for salary purposes.

Depending on a teacher’s level of experience, and their district of employment, their salary may fall below or above these ranges. Below is an average minimum and maximum salary range for each TQS category.

The following salary ranges are based on data from July 1, 2008. Because salaries vary from district to district, use our Salary Finder to find the latest salary grid.

Remote and Rural Allowance

There are some additional allowances paid to some teachers in certain districts. In many districts allowances are paid to teachers who hold positions of special responsibility such as a department head, head teacher, teacher in charge, or teacher coordinator.

In addition teachers in some districts are paid a remote and rural allowance to aid in the recruiting efforts of districts in remote communities and to recognize the difficulty of working in a remote community. The allowance is of $2,300 per FTE annually. When paid monthly for example, a full-time continuing employee would receive an additional allowance of $220 per month for 10 months or $183 per month for 12 months. Teachers on call (TOCs) are not eligible to receive this allowance.

To view districts’ individual salary grids, and to find out which offer these allowances, check out the Salary Finder tool.

Training and Educational Programs

Start your career as a teacher of the deaf and hard of hearing students by enrolling in a Master’s program in Special Education.

Master of Disability Studies, RIDBC Renwick Centre
Master of Learning Intervention (Hearing Impairment Specialty), University of Melbourne
Master of Special and Inclusive Education (Deaf Studies and Deaf Education)
, University of Newcastle

Masters of Disability Studies, RIDBC Renwick CentreThe Master of Disability Studies is administered and delivered by RIDBC Renwick Centre in affiliation with Macquarie University.

The Master of Disability Studies will prepare you for the advanced professional duties required of a qualified special educator working as a Teacher of the Deaf.

This course is suited to a range of individuals, including qualified educators who wish to teach students who have a sensory disability; educators already working in the sensory disability field who wish to further their knowledge, skills and qualifications; as well as professionals from a variety of backgrounds (including disability and allied health) who are seeking to complete studies or conduct research in sensory disability.

• This course is now available entirely online, so you can balance your work and your studies.
• Fees are affordable as all students are eligible for Commonwealth Supported Places.
• Recognition of prior learning is available for previous studies.

Need more information?

Need to speak with someone?

Contact: Claire Farrington
Manager, Graduate Education

Master of Learning Intervention (Hearing Impairment Specialty), University of Melbourne

The Master of Learning Intervention (Hearing Impairment Specialty) is a specialty course in deaf education enables you to acquire specialised knowledge in the development, assessment and intervention of communication, spoken and signed languages and literacy. You will gain knowledge of listening development, audiological devices, and the impact of differing environments on learning along with an insight into the social and emotional wellbeing of students who are deaf or hard of hearing. It is ideal for those interested in working as a Teacher of the Deaf in a mainstream setting or school for the deaf.

Part of the Master of Learning Intervention degree, the hearing impairment specialty course incorporates unique opportunities to learn from experts in deaf education, behaviour, autism, specific learning difficulties and disability. This multifaceted course provides Teachers of the Deaf with a holistic perspective and the ability to cater for all deaf children, including those with additional complex needs.

The hearing impairment (Teacher of the Deaf) specialty within the Master of Learning Intervention course will enable you to:

• Identify strategies and evidence-based interventions for students who are deaf or hard of hearing
• Understand the nature and implications of deafness and how to communicate this to teachers, parents and students
• Understand how to provide the best access to learning across a range of settings through the use of technology, communication modes, including Auslan and evidence-based teaching strategies
• Understand and apply the latest research in inclusive education for students who are deaf and hard of hearing
• Become a leader in inclusive education and collaboration to promote differentiated teaching and learning for all students
• Be qualified as Teachers of the Deaf

The following link will take you to further information on the course

For more information contact the Master of Learning Intervention (Hearing impairment specialty) coordinator Sharon Klieve [email protected] or phone +61383442164
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Master of Special and Inclusive Education (Deaf Studies and Deaf Education)
University of Newcastle, Faculty of Education and Arts, School of Education

The Master of Special and Inclusive Education (Deaf Studies and Deaf Education) specialisation will prepare teachers to support and teach children and young people who are deaf or hard of hearing in early intervention programs, as an itinerant teacher of the deaf, in specialised units/facilities, and in a school for the deaf setting. It will also provide teachers with the foundation required to be mentored as an auditory-verbal therapist/educator.

Thanks to the QIAT Listserv community for these recommendations, particularly Joan Breslin Larson in MN. The inquiry came from Gail Bowser who wrote:

“For an elementary-age student with a significant hearing impairment, what are some strategies for teaching writing? The student’s verbal expressive language skills are impacted by the hearing loss. Are there strategies to help him learn word-order, spelling and grammar and basic composition that might be tailored to his specific needs? Are there ways that technology can help with this?”

Larson responds with three online resources to know about:

Strategic Instruction Model (SIMS)
“Our teachers of Deaf/Hard of Hearing have been learning about Strategic Instruction Model (SIMS) which has also been called Kansas Learning Strategies. While this was developed for kids with LD issues, it has also benefited our students with hearing loss and language access needs here in MN”

Strategic and Interactive Writing Instruction (SIWI)
“University of TN is doing some IES-funded research on writing strategies for students who are DHH”

Visual Phonics
“Another tool that is helpful for supporting the development of reading and writing skills in students who are DHH is Visual Phonics. This one would probably be most effective in supporting spelling, vs. grammar, word order, etc.”

And a fourth recommendation comes from Heidi Givens in Kentucky via Twitter (a former educator of deaf and hard of hearing students):

Bedrock Literacy and Educational Services for Deaf and Hard of Hearing Students
“The goal is simple: To provide Deaf and Hard of Hearing students with a foundation of English literacy skills through activities and strategies that build success at every step,” says the website.

Reminder: AT3 Center makes no endorsement, representation, or warranty expressed or implied for any product, device, or information set forth on this website. AT3 Center has not examined, reviewed, or tested any product or device here referred to.

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While deaf and hard-of-hearing (DHH) students are capable of success in an inclusive postsecondary classroom, they face unique challenges. The Canadian Hearing Society (2004) reports that less than 3% of DHH Canadians hold university degrees, compared to 14% of the general population. DHH students who attend university take between 7 to 10 years on average to graduate and incur between $16,200 to $34,200 more cost than their hearing peers. 2

Powell, Hyde, and Punch (2013) report that DHH students often face social isolation and challenges with respect to academic participation. According to Richardson, Marschark, Sarchet, and Sapere (2010), results from studies examining the postsecondary outcomes of DHH students suggest that DHH students learn less and leave the mainstream classroom with less content knowledge than their hearing peers, even when the information is presented via sign language compared to text. Additionally, DHH students often experience frustration and difficulty communicating with their instructors and following classroom discussions, ask fewer questions in class, and experience higher levels of academic anxiety than their hearing peers. English is often the second or third language for many DHH students, presenting challenges with respect to grammar in English written assignments. 3

However, according to Richardson et al. (2010) with appropriate accommodations, skilled and informed instructors are able to motivate DHH students and employ methods adapted to their particular strengths and needs such that DHH students are able to learn just as much as their hearing peers.

Common Accommodations

The following accommodations and classroom adaptations are a list of suggested accommodations, but are not comprehensive or exhaustive, nor will all accommodations listed be necessary in all cases. Other accommodations may be implemented based on the individual needs of each student as recommended by your campus Disability Services Office or other professionals.

• 2. The Canadian Hearing Society (2003).
• 3. Vancouver Island University (n.d.).

Supporting Students with Disabilities

The site has been developed by the Anglophone postsecondary institutions of New Brunswick, Canada, indicated in the title bar above. It is an English version of a similar online course developed in French by the Université de Moncton.

Supported by:

Website UI designed and developed by David Leger.

Home / How to Effectively Reach Deaf and Hard of Hearing Students in the Art Room

Walking into an art room can be overwhelming. There are often hundreds of things happening at once with messes, materials, and students spread throughout the room. Now imagine just seeing the room without hearing the sounds to help make sense of everything. How do you think you would feel?

For students who are deaf or hard of hearing, this scenario is a reality. It’s up to us to learn how to create an environment where these students can maximize their learning.

Check out these 5 strategies your students who are deaf or hard of hearing will benefit from in the art room.

1. Build a relationship with interpreters in your room.

The role of a sign language interpreter, or SLI, is to translate for and speak for your students who are deaf or hard of hearing. Students often build strong relationships with their SLI, and it’s a good idea for you to do the same. The SLI in your classroom may be able to help with strategies and approaches to best reach your student. Students might be more comfortable going to their SLI with their questions and concerns, so having an open line of communication will help you determine what your students need.

In addition, if issues do arise, like the SLI taking on too much work for your student, you’ll have a better chance of resolving them if you’ve already built a positive relationship.

2. Caption everything.

Sometimes we come across cool videos we’d like to share only minutes before class starts. Although this is fine for the majority of our students, it doesn’t work for our students who are deaf or hard of hearing. It’s important that all videos shown are closed captioned. If captioning is not included, students have to split their time watching the SLI and the video, which makes it more challenging for students to learn the content. If you’re using a site like YouTube and a video says it has closed captioning, make sure to preview it ahead of time. Sometimes the captions are computer generated and don’t match the actual content.

There’s no need to shy away from videos. You just want to make sure you’ve planned ahead.

Here are a few tools to help with captioning:

• Use Amara to caption videos created by you and other users.
• Use YouTube to caption your own videos.
• Use a captioning service like Rev.

3. Encourage peer learning.

Because of limited SLIs, you may have multiple students who are deaf or hard of hearing in your classroom at once. More often than not, students who need interpreter support will sit together. This makes sense, but don’t be afraid to mix them up. Students can get into the habit of isolating themselves from their peers. Encouraging them to work in groups with their classmates when possible will benefit students socially and enable them to rely less on their SLI.

4. Over-exaggerate your instruction.

Because students are focusing on both you and the SLI, they need a little extra time to process. Therefore, slowing down and over-exaggerating your instruction can really benefit your students who are deaf or hard of hearing. Being expressive with your hands and body will help students to focus on the main points. At times this strategy might feel like you are playing a game of charades, but it will actually benefit all of the students in your classroom!

5. Use visuals.

Along with over-exaggerating instruction, creating instructional visuals can help your students. This could be as simple as writing down and posting the steps or instructions for the day. Displaying this information in chunks or list form can help students remember the key points of your instruction. And, just like the tip before, this strategy will actually help all students in your classroom.

Ultimately, we want all of the students in our classroom to be successful. With a little planning, we can build a welcoming environment for all students. If you’ve never worked with students who are deaf or hard of hearing, it can be intimidating at first. Using these five strategies will help your students gain the most from their art room experience!

What are your best strategies when working with students who are deaf or hard of hearing?

How do you make students who are deaf or hard of hearing feel comfortable in the art room?

College Planning for Deaf and Hard of Hearing Students

According to The National Center For Educational Statistics , approximately 20,000 deaf and hard of hearing students attend some form of higher education each year. There are a variety of categories associated with deafness and hearing loss that make learning challenging for a student. A deaf or hard of hearing student is more prone to falling behind especially in subjects pertaining to reading and math.

Fortunately, schools are realizing the need to assist these students and provide resources to help them better succeed. Each situation is unique based on how an individual identifies themselves. Some students who are hard of hearing may or may not communicate using American Sign Language. Those who identify as deaf may need an interpreter while others may only use an assistive listening device such as hearing aids. Each student has the right to these services, and with the increase in deaf and hard of hearing students attending post-secondary education, schools are expanding their services to better fit the needs of these students.

Each college and institution are different in terms of levels of accommodating students with disabilities. The support and technology for hearing impaired students are continuing to grow, it is important when choosing a school to attend that the school’s services fit the needs and requirements for personal academic growth and success.

The guide below can help better prepare deaf and hard of hearing students for transitioning to higher education.

College Planning for Deaf and Hard of Hearing Students

Accommodations

Advances in technology have put new tools and resources in motion. Schools by law are required to provide assistance and equal access to all activities and curriculum according to the Americans With Disabilities Act. The most common hearing assistive tools used by students in college are listed below.

• • Inductive Loop Systems: The professor’s voice is transmitted from a microphone through an induction loop to a telecoil into the student’s hearing aid. It uses an electromagnetic field to deliver sound.
  • FM Systems: Radio broadcast technology is used to transmit the professor’s voice directly to the student’s hearing device.
  • Infrared Systems: Using a receiver and earphones through this system, infrared light is used to transmit sound. The sound cannot travel where light isn’t.

Communication Access Real Time Translation (CART)

Also known as ‘captioning’, this system translates speech to text. Students can use this tool on laptops or smartphones and even on projection monitors in a classroom setting to deliver real-time text. This option is more engaging for students in comparison to note takers and interpreters which can make a student fall behind. Real-time communication can be extremely beneficial for a deaf or hard of hearing student. CART services also provide an electronic file of the text, given to students to access for further studying. Being an expensive resource, not all schools provide this service, however, if a student requests CART services, by law the school must provide.

Classroom Adaptation

In addition to assistive listening devices, classroom modifications and adaptations can strongly impact a student’s academic success. In the transition to higher education, it is important to understand that it is the student’s responsibility to notify the professor of any accommodations that are necessary for the student.

• Classroom Instruction: Teachers should always face the class and incorporate as many visual aids as possible during lectures. Repeating questions and comments made by other students is important to ensure that deaf and hard of hearing students are able to understand and follow along in the lesson. Students should meet with their instructors before class begins to go over accommodations for the course.
• Modifying Materials: Schools may alter coursework for deaf and hard of hearing students. Oral exams can be made into written, class discussion and participation can be done via a written response. Interpreters, personal notetakers, and additional time to complete exams or in-class work should be provided to the student through contacting campus disability services.
• On-Campus Support: On-campus support provides all information and access to resources available to students with disabilities. Disability counselors help each student succeed in their academics despite learning challenges they may face.

Additional Technology Tools

Technology has helped advance the deaf and hard of hearing community in many aspects. Specifically focusing on academics, technology has increased the learning opportunities for hearing impaired students.

• • E-textbooks: Provide online versions of textbooks with additional interactive features to better understand the material.
  • Digital Recorders: Students with mild hearing loss can use digital recorders to record lectures, discussions, etc. to replay at a later time to comprehend the material at their own pace.
  • Assistive Technology Center: Support services and devices are available for students with disabilities to better succeed in academics and extracurriculars.

Top Hearing Assistive Applications

• Tap Tap ; this app alerts when the phone detects certain sounds such as screaming, fire alarm, siren.
• Dragon Dictation ; voice recognition software presents spoken words as an email or text message.
• BioAid ; Amplifies sounds, and regulates loudness of ambient noise.
• ASL Dictionary ; Over 5,000 videos of signing to learn from and reference.

Scholarships and grants are also available specifically to deaf and hard of hearing students.

Here are a few to explore:

Additional Resources

Hearing Loss Association of America: HLAA is one of the most well-known advocates for those with hearing loss. This association provides resources to individuals and their families to improve day to day function. HLAA is a strong promoter of hearing loss and raising awareness to communities to educate those who are unaware of hearing impaired individuals.

National Cued Speech Association : NCSA provides multiple channels to promote the use of cued speech. Family vacations, conferences, books, and exhibits are the organization’s way of supporting and engaging those with hearing and learning needs. NCSA is very active in the media and constantly has services and support to reach out to.

National Association of the Deaf : The NAD proudly serves over 48,000,000 individuals who are deaf or hard of hearing. The organization believes in strong core values based on American Sign Language and civil rights of Americans. They provide resources for the hearing impaired such as legal assistance, health care, research, public policy, and more.

Request More Information

Time to completion:

The Pennsylvania Department of Education, Bureau of School Leadership and Teacher Quality, has granted approval of Saint Joseph’s University’s Online Teacher of the Deaf and Hard of Hearing PK-12 certification program.

The curriculum is specifically designed to strengthen and expand your teaching capabilities, prepare you for certification, and to develop the competencies specifically needed to support learning and development in children with hearing loss. As such, it is ideally suited for:

• Special education teachers seeking an additional certification
• General education teachers with an interest in becoming a teacher of students who are deaf and hard of hearing
• General education teachers with deaf or hard of hearing students in their classrooms
• Bachelor’s level professionals or paraprofessionals who are seeking initial certification and certification as a teacher of students who are deaf and hard of hearing*
• Related service personnel (e.g. speech/language pathologists, occupational therapists, physical therapists) who wish to become teachers of students who are deaf and hard of hearing*
• Sign Language interpreters who wish to become teachers of students who are deaf and hard of hearing*

*These individuals’ credentials will be individually evaluated and additional pedagogy coursework may be required.

Between 30 and 40 percent of deaf and hard-of-hearing students are diagnosed with an additional disability. 1

Earn a deaf and hard of hearing education master’s at SJU by taking just 6 more credit hours.

PA Deaf and Hard of Hearing PK-12 Certification Options

The certification may be completed as a stand-alone option (30 credits) or combined with a master’s degree, allowing you to earn a Master of Science in Education – Teacher of the Deaf and Hard of Hearing PK-12 certification (36 credits).

Our deaf and hard of hearing certification courses offer in-depth analyses regarding education of deaf and hard of hearing students. You can learn how to make a difference in students’ lives by learning and engaging in our hearing loss research.

Our progressive certification courses are taught by our expert faculty, who are very involved throughout your education journey at Saint Joseph’s University. Taking online courses does not take away our faculty’s dedication to your learning.

Program Requirements

Candidates for the online Teacher of the Deaf and Hard of Hearing PK-12 certification are required to hold a bachelor’s degree and are expected to have basic Sign Language competency. Additionally, this program is intended for individuals who have earned at least initial Standard/Level 1 certification or have equivalent education and experience working with deaf/hard of hearing students.

This certificate qualifies speech pathologists, occupational therapists, physical therapists, current teachers, and sign language interpreters to teach deaf and hard of hearing students.

Student Teaching and Field Experience

The PA Department of Education requires all teacher candidates to complete field experience competencies in certification programs. The Special Education Department at Saint Joseph’s University has designated activities in each course in the required curriculum to meet the state standards. The last course in this program is the student teaching experience.

From the student teaching experience, you can truly understand what it takes to work with deaf and hard of hearing students. This necessary step to complete our curriculum prepares you for your jump into the workforce as soon as you graduate.

For more on student teaching or a complete list of admissions criteria, call (215) 473-2695 to speak with a Program Manager, or request more information.

About This Chapter

Teaching Literacy to Deaf or Hard of Hearing Students – Chapter Summary

Learn to use proven strategies for teaching deaf or hearing impaired students to develop reading comprehension, vocabulary development and fluency skills by reviewing the lessons contained in this chapter. This chapter offers lessons focusing on the use of sign language, writing development and spelling instruction strategies. The topics that are discussed in this chapter include:

• Strategies used to help deaf/hearing impaired students develop phonological and phonemic skills
• Helping deaf/hearing impaired students overcome common barriers to reading
• Using research-based strategies to help students with hearing loss/impairment develop reading comprehension, fluency, spelling, writing and vocabulary skills
• The use of sign language in the classroom
• The American Sign Language alphabet

Through simple and expert instruction, detailed examples and key term definitions, each lesson offers a short but effective review of important topics relating to this subject. Convenient accessibility allows for self-paced study of this material and self-assessment quizzes help to show your understanding of and readiness to apply strategies and concepts in the classroom.

How It Helps

• Outlines successful strategies: Shows teachers how they can effectively teach literacy skills to deaf or hearing-impaired students.
• Describes first steps in learning American Sign Language: Offers details about the American Sign Language alphabet to help teachers begin to understand how to use sign language to communicate with deaf students.
• Ensures student accommodation: Teaches educators how to employ strategies for deaf/hearing-impaired students that integrate them into the classroom and ensures success and participation.

Skills Covered

By the end of this chapter, you will be able to:

• Use strategies to help deaf and hearing impaired students develop phonological and phonemic skills
• Understand challenges faced by deaf/hearing impaired students in reading and how to overcome them
• Implement teaching strategies to improve reading comprehension, fluency and vocabulary skills
• Develop the spelling and writing skills of deaf and hearing impaired students
• Communicate using the American Sign Language alphabet and understand the benefits of sign language use in the classroom

As schools are implementing remote strategies to provide educational services, it is imperative that accessibility for students who are deaf or hard of hearing (DHH) is addressed as lessons are being planned. Whether instruction is being provided off-line with packets of assignments or online in a virtual environment, lack of accessibility will mean DHH students will not have equal access to instruction, as is required in IDEA. Here are a few tips to keep in mind, as well as specific resources for helping to implement.

Captioning

All videos, real time learning sessions, and pre-recorded learning sessions need to be captioned. To learn more about pre-captioned resources as well as tools and instructions for captioning, visit our collection of captioning information. *While sessions and videos must be captioned, it is important to know that this alone may not provide accessibility for all students who are deaf/hard of hearing, especially those whose reading level is below 5th grade.

Interpreting

Students who have interpreting as an accommodations in their IEP have access to interpreters in their school districts. Those interpreters need to provide interpreting for real-time instruction, pre-recorded instruction, and may also provide sight translation assistance for packets of assignments. For how-to resources on creating accessible videos, visit our collection of instructions in written and video formats.

In a situation where the interpreters are not able to interpret during real-time instruction, the student can use a Video Relay Service (VRS). HOWEVER, the student must use VRS equipment or software to see the interpreter, as the interpreter is not visible through Zoom. Instructions on using VRS to access a video conference have been provided in ASL.

Considerations for Video Conferencing

When connecting with students through video conferencing, keep in mind the quality of sound, background noise, lighting, visual distraction, and the placement of the camera, as well as captioning and/or interpreting. To learn more about information about ensuring remote learning is accessible, visit our collection of remote learning accessibility information.

Ideas for connecting with other Educators serving DHH Students

• Collaborate with deaf ed teachers in your school, district, state through email, social media groups, or communities of practice. If you are a teacher in a general education classroom, it is imperative that you connect with the deaf ed teacher who is serving your student(s)!
• Share resources you find on social media and tag them (e.g., #dcdcec.org #deafed).
• Use your favorite social media app and search for groups.
  • Join the DHH Teaching During COVID-19 nation-wide Facebook group.
• Visit DCD-CEC on our social media accounts and become friends with our followers.
  • Facebook: @ dcdcec.org
  • Twitter: @dcd_cec
• Visit the DCD website!

Information compiled by the Division for Communication, Language, and Deaf/Hard of Hearing in collaboration with the Texas Sensory Support Network, Deaf/Hard of Hearing Services. For additional information about providing virtual services to students who are deaf or hard of hearing, visit our Virtual Learning Livebinder.

As a musician and a person who deals with both the music business and the deaf world, I assumed, as many people do, that students with hearing loss would never understand or appreciate music.

Fortunately, as I began talking with fellow interpreters in schools, I learned that many deaf children (both with and without hearing aids and cochlear implants) were in music classes. This was enlightening and encouraged me to investigate instrumental music classes for deaf students and the incorporation of sign language into choral programs.

One of the first schools to teach music to deaf students was the Illinois School for the Deaf. They allowed the resident boys the opportunity to participate in a brass band. The band was supported by state and private funds throughout its nearly twenty-year existence. It gave students a musical outlet, provided functional music and entertainment for the other resident students as well as community members, and became a symbol of strength and ability among members of the deaf community.

Fred Fancher, a deaf bandmaster from Tennessee, conducted the band. The band ensemble presented concerts in many towns and cities throughout the United States. The National Association for Music Education (NAfME) reported that the quality of the music produced by the boys was very good. The band received a fair amount of criticism along with a vast amount of praise, and it was a most successful and meaningful endeavor. Even though the band has been defunct for more than fifty years, some music classes and activities at the Illinois School for the Deaf are still offered to students.

As more and more hearing-impaired children participated in the instrumental music program, it was discovered that, like hearing children, the ability to play an instrument helped the deaf children alleviate their frustration. Tim Lautzenhauser states in his book, The Art of Successful Teaching, “Music offers a chance to let go and express the rainbow of emotions we all feel, and through this experience expand our own realm of emotional expressions.”

In band or orchestra, the children were taught by developing a strong sense of rhythm, followed by breathing exercises, hand clapping, marching and body swaying. Eventually the children were able to play by reading the score. Just like with hearing children, music notations represents two things; a hand position on an instrument, and a time frame. However, the deaf child cannot “improvise” and must depend totally on sight-reading the music. Many deaf children remove their shoes for band or orchestra practice to be able to feel the rhythm from the other instruments.

According to the research done by Alice-Ann Darrow in 1989, schools offering music to deaf students start most students with understanding about how to keep a steady beat. Once that concept is understood, the next step is rhythmic training, and from there they advance to notation, tempo markings, and dynamic structure. Sound is not as much an issue as understanding the structure of music: how the notes blend and the individual attributes of the notes, which finger positions produce a note, and how long to hold whole notes, half notes and quarter notes.

Band and orchestra instructors require support when teaching deaf students. Parents, special education teachers, and audiologists can all offer help working with deaf students in the music classroom. The expense of this individual support is costly and oftentimes the interpreter has no music knowledge, making the job more difficult. As with most tasks, simply asking the deaf students what works is the best way to proceed. Let them lead in this area of their development.

Both digital hearing aids and cochlear implants have difficulty transmitting the fine tones of musical structure to the listener. It will be interesting to see how improvements in these aids will allow children to experience the joy of music in the future.

In the choral programs, many teachers have started using ASL sign to enhance the musical experience for both the students and the audience. As the incorporation of sign language becomes more popular for both hearing and deaf children, many composers have added information about sign language (along with the actual signs) to their music. If you would like to consider ASL sign in your repertoire, the best advice is to contact an interpreter before making your final music selection. The interpreter can help you by insuring that the music and languages work well together. Lyrics that are exceptionally repetitive or abstract may be more difficult to incorporate into ASL sign.

Please view these musical selections which will help you bring signing and singing into your musical programs.