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This page presents videotape recordings of faculty discussing their experiences in providing instruction to deaf and hard-of-hearing students. We encourage all users of the site to view these videotape segments, as they provide direct comments from faculty with extensive experience dealing with access issues on a daily basis. These recordings are of particular interest for classroom teachers who seek the perspective of other teachers who have ‘been there.’
To view a segment, click on a number in the left column; if you have difficulty viewing the videotapes properly on your computer, click on “Help.”
Finally, we strongly encourage all users of the site to use the “Contact Us” button at the bottom of the page. When clicked it opens an e-mail window, allowing you to communicate with those responsible for this project. We are interested in any and all feedback on your thoughts regarding the site.
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- It’s easy to ignore deaf/hard-of-hearing students in class and not focus on their issues.
- It’s important to address communication issues directly with hearing, deaf, and hard-of-hearing students.
- Established faculty cover the same material but at a slower daily pace and their evaluations reflect an appreciation of that.
- It’s amazing what deaf/hard-of-hearing students have done to make it in the mainstream. I let them know that, and work at my best to help them get through.
- Be a good teacher, take time, be clear.
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- My consciousness regarding all students has been raised and now I concentrate on delivery (not content).
- The interpreter helped me realize that I was talking parenthetically rather than in complete sentences.
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- I sip my coffee during class; it slows me down, my pace is better for all students.
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- Teacher was not as effective with deaf/hoh students in class.
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- Interpreter access to information.
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- For math homework discussion, always write the page number and the problem.
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- Interpreters are there for faculty who can not communicate.
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