Traditional college pedagogy presupposes that students will learn through two primary activities: reading and listening. This obviously creates a disabling learning environment for those who cannot see or hear adequately. Students who are deaf or hard of hearing, moreover, will be specially impacted in the realm of social interactions that take place inside and outside the classroom among students and between students and faculty.
The Impact of Deafness and Other Hearing Impairments
It is important for faculty to realize that there is great diversity among students who are deaf or hard of hearing. You may work with students who have been deaf from birth; others may have lost their hearing more recently. Some have great skill at reading lips, while others do not. They may communicate using sign language, spoken language, gestures, and/or writing. In class, you may find a deaf or hard of hearing student using a sign language interpreter, a real-time captioner (an individual who types what is being said so that the student can read it on a computer screen), or amplification technology. A student with partial hearing may ask you to wear a cordless microphone that transmits wirelessly to a receiver that they wear.
More often than is typical for individuals with other types of disabilities, deafness may carry important identity significance for Deaf individuals. Some deaf students will prefer the capitalized form, “Deaf,” to indicate their identification with the Deaf community and a culture that Deaf people share. This raises the issue of cultural literacy for faculty members who work with Deaf students. Among the resources listed at the end of this document are some that will inform faculty about the Deaf cultural perspective.
Challenges and Strategies
The table below lists a variety of issues and suggests strategies – aside from accommodations determined by DRS – that faculty might deploy to minimize the barriers that these issues present to students who are deaf or hard of hearing.
Beside some of the strategies are the letters “UDL” highlighted in yellow; this indicates consistency with Universal Design for Learning. The instructor implements the given measure for the whole class, so that not only the student with a disability benefits from it. This also assures that a student with a disability is not unnecessarily singled out or identified as needing special provisions.