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Learning new vocabulary is an important part of
the content of the instruction you provide. However, you’re concerned that
deaf and hard-of hearing students may be missing new terms.
If you have deaf students in class with an
interpreter or captionist present you find yourself being interrupted on
a regular basis by the interpreter or captionist asking for clarification
or for spelling of the new vocabulary.
If you have hard-of-hearing students in class
you are not sure if they understand the concepts or if they are catching
the new vocabulary. You realize that if the vocabulary is new, hard-of-hearing
students may not be able to speechread the new terms.
If new vocabulary is a stumbling block, be certain
that you write new vocabulary on the board. This will slow your pace since
you’ll be pausing to write, and ensure that students know that something
new is being introduced. If you can provide an image with the word, the
meaning will be easier to remember.
If an interpreter or captionist is present establish
guidelines with him/her about how you will be introducing new vocabulary;
for example you might want to spell every new word slowly, thus allowing
the interpreter or captionist to ensure that the word is spelled properly
when interpreted or captioned. If possible provide the interpreter or captionist
with a vocabulary list at the start of the class, or at the start of the
course.
If a notetaker is present establish guidelines
with him/her regarding new vocabulary; after class check notes to ensure
that new vocabulary has been included, properly identified and explained,
perhaps in a separate section of the notes. If you do not already maintain
a course vocabulary list, use the notes to create a list for the next time
you teach the course.
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