Office of Student Disability Services
Eastern IllinoisUniversity
600 Lincoln Avenue
CharlestonIL61920-3099
217-581-6583 (Voice/TTY)
217-581-7208 (Fax)
GUIDELINES FOR TEACHING HEARING IMPAIRED STUDENTS
A student who is deaf or hard of hearing may require some additional support services in the classroom throughout his/her academic career. The following information will provide you, the instructor, with some general guidelines to assist you in developing a more valuable educational experience for such students. The Office of Disability Services is also available to assist you and the student if needed. If you have any questions, please contact the Assistant Director at 581-6583.
The hearing impaired student may be confronted with the problem of fitting limited and/or distorted language concepts into the conventional linguistic system of the English language. The types of errors s/he demonstrates in speaking and writing will vary. As the instructor, you must be careful to recognize that these errors may be due to language limitations rather than ignorance of the subject matter.
With respect to grading, the student is expected to earn his/her marks, but be aware of the misinterpretations and lack of understanding which may be characteristic of some hearing impaired students and which may be the cause of poor performance. To avoid situations where misunderstandings may occur, the following guidelines for ensuring clear, concise communication are suggested:
1.Provide clear objectives of the course to the student.
2.Make sure the student has advantageous seating. The student may be able to explain to you where it would be best for him/her sit.
3.When meeting with the student, be certain your directions are clearly understood by asking the student comprehensive questions. (Some hearing impaired students have a tendency to nod as if they understand when, in fact, they do not). You may wish to encourage the student to meet with you occasionally during posted office hours so that you can check the student’s understanding of course material.
4.Students who speech read (read lips) must be able to see your face as you lecture. Try to ensure that the student is able to see your face at all times as you speak. Do not lecture and write on the blackboard at the same time and do not stand in front of a window as this will cast a glare obscuring your features. Try to minimize walking about the room as you lecture. If you must do so, take care that your face is visible at all times to the student.
5.Make handouts available when appropriate. Such handouts will be invaluable if accompanying lecture material delivered during a video or slide presentation when the room is likely to be darkened.
6.Be aware that group discussions are difficult for this student to follow. Attempt to arrange such discussions so that this student is included but be aware that the student’s lack of participation may stem from the fact that s/he has not heard all of the dialogue.
7.If your class requires assignments of listening to audio tapes, this may be difficult if not impossible for this student. Alternate assignments may be given or you may wish to provide the student with a written version of the audio taped material.
8.It will be helpful if you write new terminology, homework assignments, schedule changes, exam dates and changes to exam questions on the blackboard.
9.The student may find it difficult to listen to the lecture and simultaneously take notes. You may be requested to assist the student to find a volunteer in the class to take notes. The student will provide the notetaker paper (carbonless, NCR paper). It would be helpful if you would occasionally review the notes taken by the volunteer in order to determine if a good set of notes is being provided. (Some instructors may wish to distribute their own notes before each class or volunteer their TA/GA to take notes for the student. This is optional).