Disability Issues
Resources

Student Profiles: Hearing Impaired

Definition: Students who, even with the aid of amplification, cannot hear sufficiently well to understand speech; and, students who without the aid of amplification cannot understand speech.

Equipment considerations for students with Hearing Impairments should include:
• word processing with grammar check, spell check and thesaurus tools
• resource materials, such as maps, journals, encyclopedias on CD ROM
• E-mail as an alternative to verbal communication
Hard of Hearing (Student "A")

Student "A" has been hard of hearing since birth. She has mild to moderate hearing loss with some functionality. "A" is equipped with hearing aids and uses a personal FM system in the classroom setting. "A's" family was instrumental in the integration of "A" into regular classes throughout her life. She is now 30 and will be upgrading her computer skills through enrollment in a 16 week Computer Skills Certificate program. "A" is excited about this training opportunity and exposure to college learning.

Characteristics:

Relevant Accommodations:

Teaching Tips:

• has a hearing threshold of 45-70 dB

• residual hearing is supported with hearing aids

• writes at a level of literacy

• environmental adaptations such as light indicator alarm systems• availability of volume control telephones

• availability of a TTY (telecommunications signaling device for the hearing impaired)

• consistent use of FM system (wireless transmission system with a transmitter and receiver worn each by the speaker and student) in classroom

• note-takers

• seating near instructor

• visual aids/captioning devices

• time extensions (possible)

• write any changes to test questions on the blackboard

• availability of e-mail for communication with faculty

• computer with spelling and grammar check software

• limit or eliminate auditory distractions such as overhead projectors, printers etc.

• face the class when speaking

• allow seating in proximity of professor and equipment

• wear an FM system when required

• use captioned videos when available and allow lending of the video for earlier or later viewing

• reinforce content expressed with visual aids• use demonstrations whenever possible

• provide terminology lists

• provide written instructions

• consideration for alternatives to oral presentations when expressive speech is difficult to understand

• alert the student to emergency alarms
Hearing Impaired (Student "B:):

Student "B" is deaf and utilizes ASL (American Sign Language) as his first language. He is unable to hear or understand speech and has attended a residential school since age 6. He is confident about DEAF CULTURE and resents the limited opportunities for DEAF STUDENTS in colleges. "B" is registered in an Automotive Pre-Apprenticeship Program for the next 36 weeks. He has worked briefly with an auto-garage owner and wants to fulfill all requirements to work competitively.

Characteristics:

Relevant Accommodations:

Teaching Tips:

• profound hearing loss at 90 dB

• depends on ASL for communication

• does not use speech at all

• approximate reading and writing levels at grade 7

• gifted visual perception and demonstration

• environmental adaptations such as emergency signal lighting, availability of a TTY for student and faculty use

• sign language interpreter for all communication

• note-takers (manual, computerized)

• tutorial supports

• extended time considerations for processing and expressing information

• testing aid

• captioned videos

• previewing of videos by student and sign language interpreter

• counselling support for transition to hearing learning environment

• provide a detailed course outline

• preferred seating to permit eye contact with professor and sign language interpreter

• provide terminology lists ahead

• provide copies of handouts for interpreter(s)

• face the class, stay away from window where bright lights obscure view

• allow for delay in communication process

• use visual aids whenever possible

• overhead presentations rather than all verbal or use of blackboard

• encourage participation; questions, groups etc.

• provide terminology lists

To Top | About Us | Services | Resources | Contact Us | What's New | Using this site | Text-only version | French version

© 2010 CCDI (College Committee on Disability Issues)
Contact Us by e-mail