ERIC Number: ED179261
Record Type: RIE
Publication Date: 1979
Reference Count: 0
Breaking the Sound Barrier: Working with Hearing-Impaired Adults in an Educational Setting.
College staff must understand the nature of hearing impairment, its effect on communication, and teaching methods that accommodate functional limitations in order to provide for the special needs of deaf students. Since the extent of a student's ability to communicate is determined by whether the student became deaf before or after he/she established the use of English and by his/her degree of hearing loss, the teacher should determine what the student can hear and when his/her hearing was impaired. As lip-reading, speaking, and the reading of abstract and idiomatic language are often problematic for deaf students, especially for those who became deaf at an early age, communication is best facilitated by the use of sign language and an interpreter. To improve the learning environment and compensate for the difficulties that may be encountered in group discussions and in note-taking, the teacher can, among other things, give a visual signal to the student before speaking, use body language, and have a light on, not behind, his/her face. A student's ability to lip-read never replaces the need for an interpreter. Provisions should be made to assure that the interpreter is clearly visible, that the teacher adjusts his/her pace to the interpreter, and that the interpreter is provided with an outline and new vocabulary before the lecture. (JP)
Descriptors: Community Colleges, Deaf Interpreting, Deafness, Handicapped Students, Hearing Impairments, Interpreters, Lipreading, Nonverbal Communication, Program Descriptions, Reading Difficulty, Sign Language, Special Education, Speech Handicaps, Student Teacher Relationship, Teacher Effectiveness, Teacher Responsibility, Total Communication, Two Year College Students, Two Year Colleges
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Advanced Institutional Development Program Two-Year College Consortium.
Authoring Institution: North Shore Community Coll., Beverly, MA.