Challenge

Of course you use visual images (diagrams, formulas, pictures, graphs, slides, computer presentations) and handouts when appropriate to present your material.

As you use visuals, your hearing students rely on your voice and the visual image simultaneously to learn the material you present.

But as you use visuals, your deaf and hard-of-hearing students cannot receive voice and images simultaneously, and in fact most will be more dependent on the visual image than on interpreting, captioning, or speechreading for their learning.

Consider that when you are working with deaf and hard-of-hearing students, you are often trying to communicate complicated information to learners for whom English may not be their primary language; instead, American Sign Language or a variant is their primary language.

The challenge is to use visuals in a manner that is compatible with other forms of communication in the classroom, particularly interpreting, captioning, or speechreading.

Strategies

These strategies will help ensure deaf and hard-of-hearing students are able to learn from watching the visual while also paying attention to what the interpreter/captionist is saying (for students who depend on interpreters/captionists) or what you are saying (for students who depend on speechreading).

• First and foremost, of course, use visual aids when the material lends itself to a visual representation; use visuals to give a concrete picture of the concept you are trying to convey.

• Whenever possible, distribute copies of all visual materials to students ahead of time. This will allow students to write notes on the hard copy as you lecture. If an interpreter or captionist and notetaker are present, be certain to provide copies for those individuals as well.

• Go beyond ‘standard’ visuals (like an illustration of the digestive track).

  • Use visuals that relate new concepts to old on a concept map that builds during the course and is referred to at the beginning and end of each class.

  • Place new material in context within the entire course, as well as with other recently introduced concepts.

• Produce a visual of your outline for the course; this action makes your lectures more predictable and accessible for students.

• Refer to the section SUPPORT SERVICES: Media & materials for specific suggestions on creating visuals and handouts.

• Refer to the section "TEACHING: Point of Reference" for a discussion of how to ensure that deaf and hard-of-hearing students are able to shift their attention between the image, an interpreter if present, captioning if available, and you (if the student is speechreading).