|
You notice that some deaf and hard-of-hearing students
are not taking advantage of your office hours, and you feel they would benefit
by help outside the classroom. You know that deaf and hard-of-hearing students,
like their hearing peers, vary with respect to their communication skills,
academic preparation, motivation, and maturity. You don’t know sign language
and feel awkward trying to communicate directly with these students.
The following strategies may be helpful in this
situation.
Be certain that students realize that you are
available to help them. Perhaps you feel no more responsibility to seek
out these students than you do your hearing students. However, it’s important
to realize that communication difficulties do make this a special situation.
We encourage you to reach out to these students with an indication of your
willingness to adapt to their communication needs.
Don’t hesitate to inform the student of your concerns
and encourage him/her to seek your help.
When students do come for tutoring, helpful approaches
include enunciating words clearly, always facing the deaf or hard-of-hearing
student while speaking (instead of sitting side-by-side), and writing back
and forth on the board, on paper, or on a laptop. Often, with advance planning,
a student can request that an interpreter or captionist meet with you both
at your office.
Encourage students to seek your help via email;
as in all communications the tone and content you provide will indicate
your willingness to be helpful.
Some campuses provide tutors who are knowledgeable
in your content area and in sign language. If your campus provides this
support, make sure you – and your students – understand the availability
of the service. The goal of this type of tutoring is to help students become
successful and independent. It is not a substitute for class attendance
and individual student study.
Tutors provide encouragement, foster self-confidence,
and help students realize their own capabilities. They might assist with
study skills, and with understanding the notes and textbooks. The most effective
tutoring begins early in the term and continues regularly.
Often tutors work with students in groups when more
than one deaf or hard-of-hearing student is in your class. If you want to
be aware of these sessions, or attend sessions, check with your students.
Finally, keep in mind that a clear, complete syllabus
with expectations in all course areas may reduce the need for tutoring.
If your campus provides paid or volunteer notetakers, the use of this service
may also reduce the need for tutoring.
|
|
