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Extraneous noise, while an annoyance for all students,
can be a critical impediment in the classroom for deaf and hard-of-hearing
students. Some of these students who depend on residual hearing for understanding
will lose the benefits of their residual hearing. For other students, the
vibration associated with sound is typically understood as a warning signal.
In both cases noise problems will require immediate resolution.
Before the term begins, when you learn of your classroom
assignment we encourage you to conduct a brief “environmental audit”
of your assigned classroom.
Is there construction in progress that is creating
noise problems?
Are there noise problems with equipment in the
room, such as heating or air conditioning that require attention?
Do the normal activities in nearby rooms and hallways
create noise that will interfere with the learning of deaf and hard-of-hearing
students?
For students who use residual hearing, will your
voice carry well in the assigned room?
Make both a long-term and a short-term assessment
of the noise situation.
In the long-term, if you are aware of problems
with noise, call them to the attention of your chairperson or other individual
charged with responsibility for the physical plant of the campus. Assume
your advocacy on this issue will have a long-term positive effect.
In the short-term there are a number of strategies
you can use.
Request a different room that provides a quiet
learning environment.
If there is construction work in progress alert
the construction manager to the times you would like the noise suspended.
Assume those responsible for the physical plant of your campus understand
that teaching and learning come first, and that they will be accommodating
if it is at all possible if they are aware of the situation.
Deaf and hard-of-hearing students share the responsibility
for assessing and addressing the noise environments of their classes. Ask
them for their opinions or suggestions. Encourage them to conduct an audit
of the room and report noise interruptions to the appropriate person or
department.
If there is difficulty with your voice carrying
for students who use residual hearing, refer to the section “SUPPORT
SERVICES: Materials & Media” for information about assistive listening
devices, etc.
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