Hearing Challenged
Right Now
- 记下学生的行为或其他与你的课有关的情况 你认为正在影响/可能会影响学生的学习. 这些是你与学生互动的重点,而不是任何残疾. Examples – problems understanding lectures, instructions for activities, or other communication in class; technology problems such as insufficient amplification for translation services or hearing aids; difficulty participating in small groups; incomplete/inaccurate note-taking; challenges with the English language (for some hearing impaired students, ASL is their first language, rather than English); challenges with pace of class because of time lag with translation service.
- 在保密的环境中与学生交谈. When making arrangements for the meeting, if the student needs assistance communicating, 询问学生是否会带一名翻译. 提醒学生,他/她可以通过电话申请会议的翻译 DSPS office. 如果没有口译员,但需要协助沟通, set up a meeting, either face-to-face or online, 这是通过基于文本的通信(如聊天)来调解的, discussion, text messaging, or similar methods. 或者简单地用纸和铅笔进行书面交流. 如果可能的话,留出额外的会议时间来讨论会议期间的沟通问题.
- Ask the student 他/她在课堂上遇到了哪些挑战?他/她在过去成功地使用了哪些策略, and use these to inform your instructional practice. 注意:直接和学生说话,如果有同伴或翻译在场,不要和他们说话. 要认识到,学生经常需要与你保持目光接触,以便跟上翻译. When the interpreter voices the student's responses, keep eye contact with the student, not the interpreter.
- If relevant, 询问学生有关他/她的助听器、流媒体口译服务或其他设备的情况 帮助您确定简单的改变,如在前排指定座位是否可以提高学生的学习效果.
- Also discuss any concerns you have that the student has not already raised, 根据你的观察和你对即将到来的作业和课程的了解. 然后和学生商量如何解决这些问题. You may wish to refer to the Teaching Strategies pages for ideas.
- If the student has an accommodation plan from DSPS, review and discuss the plan with the student.
- If appropriate, also see the Speaking Challenged page for further assistance.
- 虽然你不能直接将学生转介到DSPS办公室或询问学生目前是否在DSPS工作, you CAN recommend a RANGE of campus services to the student. 讨论校园内的学生支持服务,包括 tutoring at CAS, workshops at CAS, the DSPS office, Counseling,以及其他适当的服务,并根据学生的意愿提供转介 Early Alert.
Next Steps
- 紧急:检查你所有的视频材料准确的封闭字幕. See also the closed captioning 为检查和/或获取封闭字幕提供额外帮助的网页.
- 训练自己只在面对学生的时候说话不要面对房间墙壁上的白板、投影屏幕或其他物品. 你的声音会更清晰,唇语读者也能看到你的嘴唇.
- 训练自己在回答之前重复学生的问题 to them. 第二次重复可以澄清说话者声音是否柔和的问题, 额外的时间可以让依赖口译员或语音转文本设备的学生跟上节奏.
- Check the functionality of the podium microphone 如果你的教室里有,如果你和学生都认为这将是有帮助的,就使用它. If you are unfamiliar how to operate it, 向同事寻求帮助,或在资讯科技支援服务处查阅楼宇智能教室系统的使用说明。 Classroom Technology Operating Instructions page to learn. 如果麦克风似乎不能正常工作,请与 Facilities 使用其网页上的在线工作订单链接进行维修.
- Check the clarity and volume of your speaking 通过自己录音或让同事旁听你的课并提供反馈,在课堂上发声. 一定要把录音设备/同事放在房间周围的几个地方.
- Establish a policy for whole class interactions where student speakers raise their hands, stand, 或者用视觉信号表明他们正在说话,这样听力受损的学生就可以更好地跟踪课堂上的交流. 用手指或手势表示下一位发言的人.
- Ask colleagues for strategies 他们在处理类似的挑战时已经成功地使用了, 但要小心为学生保密.
- 检查ADA, 504和508合规性的指导材料 using this Checklist 开始改造你们的材料以满足联邦的要求.
- Contact the DSPS office to request any resources 他们可能会支持你和你正在观察的学生一起工作. 他们可能有媒体或印刷材料专门针对您的关注, 或者他们可能会把你介绍给一位成功地与类似学生打交道的校园同事.
- If you develop concerns regarding the safety of your student, your class, and/or yourself, contact your department chair, your dean or director, 或者向学生服务副主席寻求指导.
For Future
拓展你与残疾学生合作的知识基础:
- Review the Teaching Strategies page for specific strategies.
- Explore the Further Resources for Teachers 页面链接到额外的指南,信息和材料,以建立您的技能.
- Mine the Disability Awareness page for books, films, online video clips, 以及其他材料,为有效地与这些学生合作提供背景.
Material provided for information purposes only. For legal advice, consult a legal professional.