Text-Only Pages Class Act: Access for Deaf and Hard-of-Hearing Students
 
Teaching
Teaching: Introduction
Teaching: First Day of Class
Teaching: Pace
Teaching: Complexity
Teaching: Visuals
Teaching: Attention
Teaching: Point of Reference
Teaching: Animated Gestures
Teaching: Calling on Students
Teaching: Giving Directions
Teaching: Testing
Teaching: Directions for Labs
Communication
Communication: Introduction
Communication: First Day of Class
Communication: Pace
Communication: Flow
Communication: Hard-of-Hearing Students
Communication: Transitions
Communication: Labeling/Referencing
Communication: Rules
Communication: Vocabulary
 
 
 
Support Services
Support Services: Introduction
Support Services: First Day of Class
Support Services: Interpreting
Support Services: Tutoring/Office Hours
Support Services: Notetaking
Support Services: Live Captioning
Support Services: Materials & Media
 
 
 
 
 
Environment
Environment: Introduction
Environment: First Day of Class
Environment: Lighting
Environment: Competing Sound
Environment: Seating
Environment: Line of sight
Environment: Safety
Environment: Laboratory/Studio
Environment: Group Work
Environment: Field Work
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Safety: Environment: Challenges/Strategies
Challenges/Strategies
Site Accessibility
Using This Site
Discussion Board
Student Perspectives
Teacher Perspectives
Teaching Tools
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  Related Topics:ENVIRONMENT: Laboratory/Studio
 
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Challenge

Perhaps no other issue is more important than the safety of your students. You want to be certain that you and your campus provide a safe environment.

Strategies

Work with the deaf and hard-of-hearing students to ascertain if there are safety issues of which you should be aware. Some of these students may have vision problems which raises additional safety issues.

If your campus has a support services office, inquire regarding the specific students in your classes for whom safety is a concern. All campuses have an office charged with responsibility for the safety of the personnel on campus; inquire of this office if there are specific conditions of which you should be aware, or actions you should take.

As one specific example strobe lights are a common safety feature which can be installed to provide deaf or hard-of-hearing students with a cue for evacuation/safety alarms.

Refer to the section “ENVIRONMENT: Laboratory/Studio” for additional information on those settings.

 
   
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  Major funding from the Fund for Improvement of Postsecondary Education (FIPSE), and Demonstration Projects to Ensure Students with Disabilities Receive a Quality Higher Education, U.S. Department of Education. Produced at the National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY