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You have a hard-of-hearing student in your class
– a student who does not depend on an interpreter or captionist. He/she
watches you much of the time, and after class asks you questions using his/her
voice. This student may need accommodations that are different from those
needed by deaf students who communicate principally through sign language.
Many hard-of-hearing students use residual hearing
and depend on speechreading. Others may speechread you as much as possible,
and then use the interpreter or captionist if present to catch things that
they missed while speechreading.
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NOTE: The handout at the left provides you with an image that you can print and post on the back wall of your classrooms.
It will serve as a simple reminder each time you see it that you should speak only when the image is in your field of vision.
This will prevent you from speaking ‘to the board.’
Since hard-of-hearing students depend on speechreading
the following strategies are important.
Face these students whenever you speak to ensure
a good line of sight.
Do not talk while you have your back to the class
or while looking down at a computer. For example, when writing on the board
do not speak; instead, finish writing then turn, allow students time to
read the material, and finally face the class and talk.
Repeat questions or comments from other students;
keep in mind this is important since the hard-of-hearing student will be
focused on you, not looking around trying to identify and follow the current
speaker.
Be certain that the lighting reveals your face;
do not stand in front of a window or in a shadow.
There are several considerations regarding the
use of overhead projectors.
When you are writing on overheads, remember that
you will be looking down and your lips may not be easily visible. Again—finish
writing, and then start to speak.
The light from an overhead may make it difficult
to see your face clearly. When you speak, be certain you are not in the
overhead light, or near the projector. Step away from the overhead by a
foot or two before continuing your lecture. Instead of moving into the light,
use a pointer to refer to the content of the overhead.
Allow time for students to look at the overhead
before talking.
Consider whether your voice carries well in your
lecture room; if not, request a microphone, especially in large lecture
halls. Consider the use of loop system – an amplification system that
transmits your voice from a microphone you wear to hearing aids equipped
to receive this signal. Refer to the “SUPPORT SERVICES: Materials &
Media” section for additional details.
Minimize arm and hand movements, and do not cover
your face or mouth with your hand while speaking.
If you have a moustache or beard that covers your
lips, it may be more difficult for hard-of-hearing students to understand
you. You may not want to change your appearance, but since hard-of-hearing
students are at a disadvantage you should be even more vigilant regarding
other strategies that can be used to increase student access to the information
you present.
Providing handouts, and writing announcements,
vocabulary, assignments, and similar material on the board ensures that
your message is communicated.
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