Video Library

This page contains a collection, on one page, of all the videos available on all the other pages of this site with a short description of the content for each.

1		Teaching	Introduction	Faculty lack classroom methods for deaf students.
2		Teaching	First Day of Class	Deaf students are as important as other students.
3		Teaching	First Day of Class	Invite students with problems to see faculty.
4		Teaching	First Day of Class	Faculty should allow me to introduce myself.
5		Teaching	First Day of Class	All students should introduce themselves.
6		Teaching	Pace	Don’t go too fast and lose students.
7		Teaching	Pace	Don’t zip from one visual to the next.
8		Teaching	Pace	Professor writes but I’m looking at the interpreter.
9		Teaching	Pace	Write step-by-step-by-step.
10		Teaching	Pace	Education is not facts; it’s dialogue.
11		Teaching	Complexity	Explain getting from question to answer.
12		Teaching	Complexity	Encourage questions to pace steps.
13		Teaching	Visuals	3-D models are really helpful.
14		Teaching	Visuals	Visuals first then the teacher explanation.
15		Teaching	Visuals	Visuals, writing, interpreter -- really confusing.communication
16		Teaching	Attention	For attention flash the light.
17		Teaching	Point of Reference	Teacher, interpreter, and visual -- information is lost.
18		Teaching	Point of Reference	Lip-reading a teacher is difficult.
19		Teaching	Point of Reference	Hold the laser pointer long enough.
20		Teaching	Point of Reference	Don’t say this and that.
21		Teaching	Point of Reference	Point and hold; don’t say this and that.
22		Teaching	Point of Reference	Don’t say “that” and “there” and “this,” as deaf/hoh students have no point of reference.
23		Teaching	Calling on Students	Sometimes the teacher’s attitude, hmmm ...
24		Teaching	Calling on Students	Remember the lag time; level the playing field.
25		Teaching	Calling on Students	Teachers must repeat questions from hearing students.
26		Teaching	Calling on Students	All students must raise their hands before speaking.
27		Teaching	Calling on Students	Teacher, identify the speaker.
28		Communication	Introduction	Don’t wander; stay where I can see you.
29		Communication	Introduction	All deaf students do not communicate the same way.
30		Communication	First Day of Class	Introduce yourself to everyone.
31		Communication	First Day of Class	Interpreters facilitate the first encounter in our classrooms.
32		Communication	First Day of Class	Teachers, don’t announce deaf/hoh students by name
33		Communication	Pace	Deaf/hearing students cooperate to slow class pace.
34		Communication	Flow	Disjointed conversations don’t mean lousy interpreting.
35		Communication	Flow	Who’s talking?
36		Communication	HH Students	Information is lost going from professor to interpreter.
37		Communication	HH Students	Hard-of-hearing students can miss 40% of what’s said.
38		Communication	HH Students	Professors should face hard-of-hearing students.
39		Communication	HH Students	Professors should not wander around.
40		Communication	Labeling/Referencing	Don’t say this or that.
41		Communication	Rules	Answer deaf and hearing students’ questions the same way.
42		Communication	Rules	Sequencing is a problem when people talk at the same time.
43		Support Services	Introduction	... too bad if you don’t have support services.
44		Support Services	FirstDayofClass	The teacher should introduce the interpreter and notetaker.
45		Support Services	FirstDayofClass	This again? (Faculty negative attitude.)
46		Support Services	Interpreting	The interpreter should shadow the instructor by standing.
47		Support Services	Interpreting	The interpreter follows the instructor.
48		Support Services	Interpreting	Stop if the interpreting is not understood.
49		Support Services	Interpreting	Interpreter difficulty with upper level courses.
50		Support Services	Interpreting	Faculty member properly talks to a hearing-impaired student.
51		Support Services	Interpreting	Developing a vocabulary set for interpreters.
52		Support Services	Interpreting	Teachers, talk to the deaf/hoh student, not the interpreter.
53		Support Services	Interpreting	Interpreters need specialized vocabulary for student success.
54		Support Services	Tutoring/OfficeHours	Tutors explain themselves perfectly.
55		Support Services	Tutoring/Office Hours	Teachers, should we call you or email you?
56		Support Services	Notetaking	Notetakers make for better teachers.
57		Support Services	Notetaking	Teachers, give notetakers a copy of handouts too.
58		Support Services	Notetaking	What if the interpreter or notetaker doesn’t show?
59		Support Services	Live Captioning	C-print was really nice.
60		Support Services	Live Captioning	Deaf students are good at guessing phonetic spellings.
61		Support Services	Materials and Media	Picture first; then the professor or interpreter.
62		Support Services	Materials and Media	Use classroom technology, like PowerPoint, with care.
63		Environment	Lighting	Don’t completely turn off the lights.
64		Environment	Lighting	Instructor and students are responsible for classroom environment.
65		Environment	Lighting	Be careful about lighting when using overheads/PowerPoint.
66		Environment	Lighting	When should the lights be on and when off.
67		Environment	Seating	For group discussion, arrange seating in a semi-circle.
68		Environment	Seating	Arranging a class in a circle.
69		Environment	Line of Sight	Make sure students see you, not overhead arm.
70		Environment	Laboratory/Studio	Labs are very frustrating.
71		Environment	Laboratory/Studio	The lab environment is hostile for deaf students.
72		Environment	Laboratory/Studio	During hands-on work, deaf/hoh students need to stop to communicate.
73		Environment	Laboratory/Studio	Why deaf/hoh students are often last to finish.
74		Environment	Group Work	Hearing students’ attitudes toward deaf students varies.
75		Environment	Group Work	One way to get successful group work with deaf/hoh and hearing students.
76		Environment	Group Work	Communication success in groups of deaf and hearing students.
77		Universal Design	Assistant Dean Perspectives	Hearing students are saying that faculty who experience Project Access are much better teachers. It is profound.
78		Universal Design	Faculty Perspectives	When I slow down it makes a better classroom environment for all students.
79		Student Perspectives	Dan	The teacher conveys his/her attitude towards deaf/hard-of-hearing students on the first day of class.
80		Student Perspectives	Dan	The textbook usually doesn’t make sense until after the lecture.
81		Student Perspectives	Dan	Teacher attitude! If it’s great, WOW; if it’s lousy students can’t learn.
82		Student Perspectives	Dan	Teachers new to deaf/hard-of-hearing students can be nervous; but give us time and we’ll earn your respect.
83		Student Perspectives	Dan	Deaf/hard-of-hearing students have learned persistence will pay off later in life.
84		Student Perspectives	Ann	Deaf/hard-of-hearing students need to work harder to prepare for class and labs than hearing students.
85		Student Perspectives	Ann	A faculty member’s negative stereotype of a deaf student was proven wrong by the hard work of that student.
86		Student Perspectives	Ann	What helps me? First, receiving the textbook and handouts before class; then the lecture; and finally the one-on-one with the professor.
87		Student Perspectives	Ann	By doing well in the course, I changed the professor’s attitude from negative to positive.
88		Student Perspectives	Ann	Maybe it’s not fair, but I learned to accept the fact that I have to work harder than my hearing peers.
89		Student Perspectives	Erin	Providing lecture notes and PowerPoint slides before class helps me the most when I’m in class.
90		Student Perspectives	Erin	It’s REALLY appreciated when teachers extend themselves.
91		Student Perspectives	Jason	How should teachers share notes?
92		Student Perspectives	Jason	A grad assistant or teacher’s aide will save your life.
93		Student Perspectives	Ellen	Teacher refuses to listen to deaf speech.
94		Teacher Perspectives	Eileen Marron	It’s easy to ignore deaf/hard-of-hearing students in class and not focus on their issues.
95		Teacher Perspectives	Eileen Marron	It’s important to address communication issues directly with hearing, deaf, and hard-of-hearing students.
96		Teacher Perspectives	Eileen Marron	Established faculty cover the same material but at a slower daily pace and their evaluations reflect an appreciation of that.
97		Teacher Perspectives	Eileen Marron	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.
98		Teacher Perspectives	Eileen Marron	Be a good teacher, take time, be clear.
99		Teacher Perspectives	David Farnsworth	My consciousness regarding all students has been raised and now I concentrate on delivery (not content).
100		Teacher Perspectives	David Farnsworth	The interpreter helped me realize that I was talking parenthetically rather than in complete sentences.
101		Teacher Perspectives	John Waud	I sip my coffee during class; it slows me down, my pace is better for all students.
102		Teacher Perspectives	Sue Foster	Teacher was not as effective with deaf/hoh students in class.
103		Teacher Perspectives	Kathy	Interpreter access to information.
104		Teacher Perspectives	Deborah	Interpreters are there for faculty who can not communicate.
105		Teacher Perspectives	Marcia	For math homework discussion, always write the page number and the problem.