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There are a surprisingly large number of challenges
that occur in a laboratory (typically a science or computer setting) or
a studio (typically an art or photo studio).
As a general challenge, consider that the lab/studio
situation is very distracting for deaf and hard-of-hearing students, with
many visual and auditory distractions occurring simultaneously. Students
are talking to each other and walking around the room. Students are following
procedures in a lab or computer manual. You are talking to subgroups of
students, and walking around the room perhaps making statements from different
locations in the room. These conditions make it very difficult for deaf
and hard-of-hearing students, even with an interpreter, notetaker, or captionist present,
to follow the progress of the lab/studio. (Hearing students are able to
listen while continuing to work.)
Because of these dynamics, it is very important that you,
the students, and the interpreter, notetaker, or captionist if present, work
together to ensure that there is equal access for all students.
We know that every lab setting is different from
other settings. As a result you’ll need to consider how the lab setting
and communication dynamics may impact deaf and hard-of-hearing students
who receive information primarily through the visual channel.
Deaf, hard-of-hearing, and hearing students typically
work in groups with each other in a lab. Because the deaf and hard-of-hearing
students may not follow the ebb and flow of the communications, they tell
us that it is their experience that a hearing student may take over and
tell deaf and hard-of-hearing students, “Do this, this, and then this.”
As you might expect the deaf and hard-of-hearing students are frustrated
at this condescending attitude, and feel they have not fully experienced
what they want to learn.
As you no doubt realize, it is extremely important
to address safety issues in your first laboratory or studio.
In addition to the announcements you will make to
the entire class regarding safety, we strongly encourage you to meet separately
in a small group with deaf and hard-of-hearing students. If at all possible
conduct this meeting in the laboratory, at a separate time, and not at the
start of the first lab itself. We encourage a separate, earlier meeting
because it is our experience that you will be extremely busy at the start
of the first lab and a separate meeting then may be difficult to conduct.
Using this meeting to discuss safety issues will help to ensure that all
safety concerns are understood and that any questions are answered.
While it may be very difficult, if not impossible,
to reduce distractions in lab/studio settings, it may be possible to give
deaf and hard-of-hearing students the opportunity to prepare for your lab
in ways that will minimize the impact of these distractions.
Distribute written materials in advance (or post
materials on the web) to help students prepare for the lab/studio.
Hold a pre-lab/studio session open to all students
to familiarize them with lab/studio procedures.
At the beginning of the lab/studio, from the front
of the room, establish where all equipment and materials are located. Use
pauses to ensure everyone, including the interpreter or captionist if present,
understands the references. Avoid statements like “it’s over there.”
Refer to the “TEACHING: Point of Reference” item for added details
on this important topic of referencing.
Consider beginning the lab with a ‘dry run’
(without liquids, specimens, etc.), from the front of the room. This visualization
of the procedure with all the equipment needed will help deaf, hard-of-hearing,
and hearing students.
When deaf, hard-of-hearing, and hearing students
work together there may be tension on several levels. Hearing students,
anxious to finish and leave, may feel a time drag caused by communications
with well-prepared deaf and hard-of-hearing students. Your expectations
stated clearly in advance can be extremely helpful in this situation. For
example:
Establish an expectation that each group is responsible
for all members’ mastery of the material.
Reinforce the idea that quick completion of the
procedure may result in poor results and therefore lower mastery and performance
in this portion of the course.
These actions may reduce the feeling of time pressure
and may reinforce a sense of accomplishment and validation for all students
who are trying to learn as much as possible instead of just trying to finish.
The use of an interpreter or captionist in a lab/studio
setting also requires special strategies, since a single individual will
have difficulty conveying information from various sources and locations.
We acknowledge that this is simply a difficult problem, but nonetheless
offer some strategies.
Ask for advice from the affected students and
the interpreter or captionist regarding their preferences for handling the
complex communication issues.
When addressing the entire class be certain that
you have everyone’s attention, and that the interpreter or captionist if
present is set in a clear line of sight, before you begin to speak.
Write your comments on the board or on an overhead.
If a substitute interpreter or captionist is present,
and that person is not familiar with your lab/studio procedures, take extra
care to ensure that the communications are clear during the lab/studio.
This is especially important for safety issues, but is also important regarding
pointing to equipment, describing procedures, etc.
Provide the interpreter or captionist with printed
lab procedures and vocabulary list before the class.
If your lab/studio is longer than an hour, provide
a break for the interpreter or captionist on at least an hourly basis.
If a notetaker is present consider the following.
In the lecture preceding the lab/studio, be certain
that copies of the notes with any information regarding the coming lab/studio
reach deaf and hard-of-hearing students in a timely manner well before the
actual lab/studio.
In the lab/studio provide a break between the
completion of your instructions and the time students begin the procedure.
This will allow deaf and hard-of-hearing students to read the notes.
Ask the notetaker to write lab notes on overheads
that are then visible for all students to read and use during the lab. Then
make hard copies for handouts.
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