Transcript Cultural Diversity

Do’s and Don’ts of
Effective Communication with
Students who are Deaf or Hard of
Hearing
Trudy M. Luken, M.A.
Lorena Ramirez, MSW, CI & CT
2010
Nondiscrimination in Higher
Education
What’s the law?


Rehabilitation Act
of 1973
The Americans
with Disabilities Act
of 1990 (ADA)
Who is protected?

Any individual who
has a physical or
mental impairment
which substantially
limits a major life
activity.
Impact on Higher Education
Must provide reasonable
accommodations.
 Must provide “auxiliary aids and
services”.
 May not charge money for reasonable
accommodations.

Code of Professional Conduct



Interpreters are bound by a Code of Professional
Conduct to interpret EVERYTHING, including comments
made to other people, "thinking out loud" and sounds
that others in the same room react to such as sirens and
doors slamming.
Principles followed by interpreters of all languages
include: faithful rendering of the message, confidentiality
and discretion in determining their ability to interpret in
individual situations.
www.rid.org
Getting the Student’s Attention
Do’s



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Hand waving;
Turn the room lights on & off;
Gently stomp on the floor, or tap one’s hand on
the top of a table;
Gently tap on the shoulder twice;
Allow room for hands to move;
Make eye contact;
Speak directly to students ;
Have appropriate lighting.
Communication with a
Hard of Hearing Person (Do’s & 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.
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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
Do’s

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Treat a person with a hearing loss with the same respect
you would any other person.
Deafness is Isolation. By approaching a person with a
hearing loss, you make them feel welcome and more part
of the class.
Students have the right to sit wherever they choose to in
class. Empowerment is the Key.
Invite the student to participate in class. They too,
can answer questions. (Opened Captioned Movies)
Working with ASL Interpreters
Don’ts

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Speak directly to the student NOT the interpreter and
avoid using terms such as “Tell him” or “Tell her.”
Confidentiality - Do not share grades with interpreters,
or academic information about the student.
Interpreters DO NOT; Tutor, Advise, Take Notes, Run
Errands, Proctor Exams, Participate or Baby Sit Students.
Note takers will be provided by
volunteer peer students or by an
assigned SSD note taker.
Working with ASL Interpreters

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Can only interpret for one person at a time.
Waits for the student outside of class, 15 minutes for
every hour of class.

Sometimes two interpreters will be needed in class.

Provide handouts, reading materials, etc.

Interpreters CAN answer questions regarding their
field of work.
**Contact the SSD Office for Information
Regarding the Student
Using FM Systems in the Classroom

The transmitter changes the electrical signal from
the microphone into an FM signal, which is sent to
the student’s receiver.

As the instructor’s mouth is close to the
microphone, background noise is much softer by
comparison.
Using FM Systems in the Classroom
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FM systems consist of a microphone, a
transmitter, a receiver along with some way to
bring the sound to the ear.
The instructor wears the microphone and
transmitter.
The microphone is placed eight inches or less
from the instructor’s mouth.
Contacting the Student
•Video Relay Service
•Text
•Email
•SSD Office
Helpful Resources
http://www.ada.gov
www.
rid.org
www.nad.org

www.nmrid.org
www.eprid.org
www.netac.rit.edu

http://www.gallaudet.edu
http://www.eeoc.gov/charge/overview_charge_filing.html
http://www.hearingloss.org/advocacy/discrimination.rtf
Thank You!