Do’s and Don’ts ofDo’s and Don’ts of Effective Communication with Effective Communication with Students who are Deaf or Hard Students who are Deaf or Hard

of Hearing of Hearing

Trudy M. Luken, M.A. Lorena Ramirez, MSW, CI & CT

2010

Nondiscrimination in Higher Nondiscrimination in Higher EducationEducation

What’s the law?What’s the law?

Rehabilitation Rehabilitation Act of 1973Act of 1973

The Americans The Americans with Disabilities with Disabilities Act of 1990 Act of 1990 (ADA)(ADA)

Who is protected?Who is protected?

Any individual who Any individual who has a physical or has a physical or mental impairment mental impairment which substantially which substantially limits a major life limits a major life activity.activity.

Impact on Higher EducationImpact on Higher Education

Must provide reasonable Must provide reasonable accommodations.accommodations.

Must provide “auxiliary aids and Must provide “auxiliary aids and services”.services”.

May not charge money for May not charge money for reasonable accommodations.reasonable accommodations.

Code of Professional Code of Professional ConductConduct

Interpreters are bound by a Code of Professional Interpreters are bound by a Code of Professional Conduct to interpret EVERYTHING, including Conduct to interpret EVERYTHING, including comments made to other people, "thinking out comments made to other people, "thinking out loud" and sounds that others in the same room loud" and sounds that others in the same room react to such as sirens and doors slamming. react to such as sirens and doors slamming. 

Principles followed by interpreters of all Principles followed by interpreters of all languages include: faithful rendering of the languages include: faithful rendering of the message, confidentiality and discretion in message, confidentiality and discretion in determining their ability to interpret in individual determining their ability to interpret in individual situations.situations.

www.rid.org

Getting the Student’s AttentionGetting the Student’s Attention Do’s Do’s

Hand waving; Hand waving; Turn the room lights on & off;Turn the room lights on & off; Gently stomp on the floor, or tap one’s Gently stomp on the floor, or tap one’s

hand on the top of a table;hand on the top of a table; Gently tap on the shoulder twice;Gently tap on the shoulder twice; Allow room for hands to move;Allow room for hands to move; Make eye contact;Make eye contact; Speak directly to students ;Speak directly to students ; Have appropriate lighting.Have appropriate lighting.

Communication with a Communication with a Hard of Hearing Person (Do’s & Hard of Hearing Person (Do’s &

Don’ts)Don’ts) Get the person’s attention first and make eye

contact.

Face the person, and have adequate lighting.

Speak up, but do not shout.

Speak slowly and clearly, but do not over-enunciate, ask if message was clear or understood.

Try to avoid chewing gum or placing your hands by your mouth.

Effective Communication Effective Communication Do’s Do’s

Treat a person with a hearing loss with the same respect Treat a person with a hearing loss with the same respect you would any other person.you would any other person.

Deafness is Isolation. By approaching a person with a Deafness is Isolation. By approaching a person with a hearing loss, you make them feel welcome and more part hearing loss, you make them feel welcome and more part of the class.of the class.

Students have the right to sit wherever they choose to in Students have the right to sit wherever they choose to in class. Empowerment is the Key. class. Empowerment is the Key.

Invite the student to participate in class. They too, Invite the student to participate in class. They too, can answer questions. (Opened Captioned Movies)can answer questions. (Opened Captioned Movies)

Working with ASL InterpretersWorking with ASL InterpretersDon’ts Don’ts

Speak directly to the student NOT the interpreter and Speak directly to the student NOT the interpreter and avoid using terms such as “Tell him” or “Tell her.”avoid using terms such as “Tell him” or “Tell her.”

Confidentiality - Do not share grades with Confidentiality - Do not share grades with interpreters, or academic information about the interpreters, or academic information about the student. student.

Interpreters DO NOT; Tutor, Advise, Take Notes, Run Interpreters DO NOT; Tutor, Advise, Take Notes, Run Errands, Proctor Exams, Participate or Baby Sit Errands, Proctor Exams, Participate or Baby Sit Students. Students.

Note takers will be provided by Note takers will be provided by volunteer peer students or by an volunteer peer students or by an

assigned SSD note taker.assigned SSD note taker.

Working with ASL InterpretersWorking with ASL Interpreters Can only interpret for one person at a time.Can only interpret for one person at a time.

Waits for the student outside of class, 15 minutes Waits for the student outside of class, 15 minutes for for every hour of class.every hour of class.

Sometimes two interpreters will be needed in class.Sometimes two interpreters will be needed in class.

Provide handouts, reading materials, etc. Provide handouts, reading materials, etc.

Interpreters CAN answer questions regarding their Interpreters CAN answer questions regarding their field of work.field of work.

**Contact the SSD Office for Information Regarding the Student

Using FM Systems in the Using FM Systems in the Classroom Classroom

The transmitter changes the electrical signal from The transmitter changes the electrical signal from the microphone into an FM signal, which is sent to the microphone into an FM signal, which is sent to the student’s receiver. the student’s receiver.

As the instructor’s mouth is close to the As the instructor’s mouth is close to the microphone, background noise is much softer by microphone, background noise is much softer by

comparison.comparison.

Using FM Systems in the Using FM Systems in the Classroom Classroom

FM systems consist of a microphone, a FM systems consist of a microphone, a transmitter, a receiver along with some way to transmitter, a receiver along with some way to bring the sound to the earbring the sound to the ear..

The instructor wears the microphone and The instructor wears the microphone and transmitter. transmitter.

The microphone is placed eight inches or less The microphone is placed eight inches or less from the instructor’s mouthfrom the instructor’s mouth. .

Contacting the StudentContacting the Student

•Video Relay Service•Text•Email•SSD Office

Helpful ResourcesHelpful Resourceshttp://www.ada.govhttp://www.ada.gov

www. rid.org www. rid.org

www.nad.org www.nad.org

www.nmrid.orgwww.nmrid.org

www.eprid.orgwww.eprid.org

www.netac.rit.eduwww.netac.rit.edu

http://www.gallaudet.eduhttp://www.gallaudet.edu

http://www.eeoc.gov/charge/overview_charge_filing.htmlhttp://www.eeoc.gov/charge/overview_charge_filing.html

http://www.hearingloss.org/advocacy/discrimination.rtfhttp://www.hearingloss.org/advocacy/discrimination.rtf

Thank You!Thank You!