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A person with a hearing impairment has limited hearing or no hearing, which may affect the
student's performance without appropriate accommodations.
Students who are deaf:
A student with a profound hearing loss may need to sit in the front of the classroom with the professor's face and mouth in plain view. Since this student may read lips, he or she also relies on facial expression to understand what is said.
Students who are hearing impaired:
As with a visual impairment, there are various degrees of hearing loss. A student may have a moderate or mild impairment that will require that the student sit in the front of the class in order to hear the lecture but may not affect the student's ability to communicate effectively. A student with a severe hearing loss may also need to see the instructor's face in order to read his or her lips during the lecture. Keep in mind that the student's speech may be affected in both cases.
Examples of accommodations:
- Utilize films and videos that have captioned or if possible, provide a transcript.
- Encourage the student to sit in a front row seat. Reserve a seat if necessary.
- Face the student and keep your face within his or her view whenever speaking.
- Make sure you have the student's attention before beginning class.
- Repeat the questions and comments of the other students in the room.
- Use all forms of visual aids to reinforce what is being said (overheads, handouts, etc.).
- Encourage the student to use a note taker and refer the student to Wellness Center to receive assistance in locating a note taker.
- Should a sign language interpreter be requested, refer the student to Wellness Center.
- Provide a written backup for all spoken instruction.
- Provide the student with long-term reading assignments to give him or her a chance to reach ahead and become familiar with the material to be discussed.
- Flexible exam dates and times.
- Speak at a normal speed and volume. Do not exaggerate or overemphasize. Lip readers learn to read at a normal speech rate.
- Communicate in writing with the student if you feel it would be helpful.
- Make sure the student has good lighting to facilitate lip reading. Do not stand with your back to the window while talking.
- Encourage the student to ask questions regarding what was unclear before leaving class for the day.
- Should students require amplification enhancement, non-intrusive equipment is available. You may be asked to wear a small transmittal device.
- Use of visual warning system for a lab emergency.
- Use electronic mail for class and private discussion.
- Allow withdrawals or incomplete for special circumstances directly related to disability.
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