DeafTEC is supported by the National Science Foundation under award number DUE – 1104229. Any opinions, findings, and conclusion or recommendations expressed in this material are those of the authors(s) and do not necessarily reflect the views of NSF.

HI-TEC Preconference WorkshopUsing Universal Design Principles to Improve Student

Learning and Success

• Presenters• Panelists• Participants

Introduction

Donna Langedonna.lange@rit.edu Center Director, DeafTECAssociate ProfessorInformation & Computing Studies

Gary Long gllerd@rit.edu Co-PI, DeafTECAssociate ProfessorLiberal StudiesSenior Advisor to the President for Research

Myra Pelzmyra.pelz@rit.eduCo-PI DeafTECAssociate ProfessorInformation & Computing Studies

National Technical Institute for the DeafRochester Institute of TechnologyRochester, NY

Paul Bernellapaul.bernella@austincc.eduDeafTEC TrainerAdjunct Professor ASL-ESOL

Patricia (Trish) Phelpstheresa.johnson@tsd.state.tx.usDeafTEC TrainerProfessor Biology

Erika Shadburneedomatti@austincc.eduDeafTEC, Subaward PIAssistant Dean of Arts and Humanities Associate Professor of ASL-ESOL

Austin Community CollegeAustin, TX

Theresa Johnsontheresa.johnson@tsd.state.tx.usDeafTEC, Subaward PIDirector, Educational Resource Center on DeafnessTexas School for the DeafAustin, TX

Panelist

• Barbra Beggs, Interpreter• Amy Johnson, TSD Student• Ronald Mahnick, ACC Student• Trish Phelps, ACC Biology Professor

Interpreters

• Madi Chase-Wolfe• Amanda Katz• Jacob Stacy

Captionist

• Polly

• Goals• Universal Design Principles in Instruction• Perils of Lecturing Experience and Discussion• Panel • DeafTEC Website Resources• Strategies and Approaches • Plan for Change Form• Wrap Up & Evaluation

Agenda

1. Gain an understanding of Universal Design for Instruction

2. Learn about potential pitfalls and perils while lecturing in the classroom

3. Understand the student’s perspective of access4. Learn about Deaf/ASL Culture5. Learn about the resources available through

DeafTEC6. Create a personal plan for classroom strategies

Workshop Goals

An NSF ATE National Center of Excellence

Goal: To successfully integrate more deaf/hh individuals into the workplace in highly skilled technician jobs in which these individuals are currently underrepresented and underutilized.

A resource for high schools and community colleges that educate deaf/hh students in STEM-related programs and for employers hiring deaf/hh individuals.

DeafTEC is supported by the National Science Foundation under award number DUE -1104229

Plan for Change

• Guiding Questions

– Which of my current teaching strategies makes access for deaf/hard of hearing students in my classes more difficult?

– How might I modify strategies on improving access to learning?

Lecture Experience & Discussion

Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do

1- Use a document camera when reading aloud or referring to text.

2- Have PowerPoint and lecture notes available to the students before class

3- Treat all students equally

4- Have a positive/flexible attitude

Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.)

5- Interpreters are not always an accurate reflection of students when voicing for them

6- Be aware of “process time,” which is the time required to process information into another language. Slow down! It may be beneficial to take small pauses or a short break

Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.)

7- While using PowerPoint slides, overheads, or other similar material, give students time to read before moving on

8- Allow Deaf students to have access to the first few rows in class on the first day

Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.)

9- Don’t force groups of deaf/hard of hearing students to work together. Well before you establish groups, ask students privately for their preferences in group assignments

10- If you are using a laser pointer, allow the pointer to remain on the object for an extended period.

1. Class climate2. Interaction3. Physcial environment and products4. Delivery methods5. Information resources and technology6. Feedback7. Assessment8. Accommodation

Principles of Universal Design for Instruction (UDI)

UDI Principles & Examples

1) Class Climate:– Demonstrate respect for diversity and

inclusiveness.

Ex: Statement in syllabus stating willingness to discuss accommodations.

2) Interaction:– Encourage regular and effective communications

between the instructor and student peers.

Ex: Set communication expectations/rules at start of class.

3) Physical Environments and Products:– Make sure that facilities, activities and materials

are accessible and usable by all.

Ex: Check line of sight and safety procedures.

UDI Principles & Examples

4) Delivery Methods:– Use multiple methods to deliver content and if

possible allow students to select.

Ex: Lectures, online exercises/problems, text, cooperative learning, group & individual

products, hands on activities.

UDI Principles & Examples

5) Information Resources and Technology:– Course materials, assignments and notes are

available on demand.

Ex: Post course PPts, assignments, notes etc. on line so they are available to students and support team.

6) Feedback:– Provide specific ongoing feedback.

Ex: Provide feedback on parts of large projects, be a contributor during online discussions.

UDI Principles & Examples

7) Assessment:– Regularly assess student progress with multiple

methods and tools.

Ex: Assess both group and individual work using written and hands on assignments.

UDI Principles & Examples

8) Accommodations:– Plan for accommodations for students whose

needs are not met by the instructional design.

Ex: Change to a wheelchair accessible room, plan for the deaf student to sit near the

interpreter in class and be at the front of the line on a field trip.

UDI Principles & Examples

Panel

Student Questions

• UT Video

• What is it like to communicate in groups with hearing students?

• What are some of the challenges you face when the teacher’s content and ideas are being expressed through an interpreter?

Faculty Questions

• What are the the challenges of having deaf/hard-of-hearing students in the classroom?

• How has having deaf/hard-of-hearing students in your classroom enhanced your teaching experience?

Interpreter Questions

• What are some ways that you have seen instructors make good accommodations for interpreters to equally include deaf students?

• What is the interpreter role?

• Resource for deaf and hard-of-hearing students and their parents, teachers, guidance counselors and employers– Five resources

1. Best Practices for Teaching (ClassAct)2. STEM Careers3. English Resources4. Math Resources5. Employer Resources

www.deaftec.org/

Views

Medical Views

• Hearing loss (types)

• Physiology

• Deafness

• Audiogram

Cultural View

• Deaf Culture

• ASL

• Communication

• Behavior

• Identity-Deafhood and ASL

• Contributions and Deaf Gain

Communication Tips

Communication Points

• Communication is vital to success of any endeavor

• Communication takes two

• People need to work together

• Ask- “What can I do to make it easier for the two of us to communicate?”

• Group versus one on one

General Communication Strategies

• Eye contact

• Topic of discussion

• Gestures, body language, facial expressions

• Environment conductive to communication

Group Communication Strategies

• Agenda

• Visual Aids

• Layout of room = good communication

• Vital information

• Minutes or notes for references

Classroom Strategies

• Line of vision

• PowerPoint Usage

– pacing yourself

– less is more

• Lag time

referencing text

Lecture Strategies

• Ask the student

• Speak with another teacher who has worked with the student or other students who are deaf or hard of hearing

• Be available for consult with service providers

• Work as a team

Working with Interpreters

Visual Communication

• ASL- American Sign Language

• Sign Language Transliteration

• Oral Interpreting

• Cued Speech

• Deaf Blind Interpreting

Code of Ethics

• Confidentiality• Render the message faithfully• Neutrality• Mannerism appropriate to the situation• Preparation• Professionalism

Interpreter Role

• Facilitate communication• Sight Lines• References• Turn Taking

Tips

• Environmental Considerations– Lighting– Position– External Noise– Amplification

Tips

• Importance of Student Feedback to the Interpreting Process– Head Nod/Manual Feedback– Facial Expression– Student Participation

Tips

• Meet with the interpreter before the first class to share outlines, texts, agenda, technical vocabulary, class syllabus, and other background information that would be pertinent

• Speak naturally at a reasonable, modest pace• Use I and you • Avoid use of ‘this’ and ‘that’

Tips

• Look directly at the person • Avoid talking while students are focused on

written class work• Strategic breaks • Captioned films and videos• Testing modifications and accommodations

Improving Communication

• Organized thoughts

• Changes in Instruction

• Prep Materials

• Group Presentations

Labs and Group Work

• Traditional Labs vs. Outdoor Labs

• Computer Labs

• Group discussions/seminars

• Participation- part of grade?

• Multiple students per group

• Safety: student and interpreter

The 3 P’s

• Pacing:– Slow and fast paced lectures

• Pausing:– Micro-breaks

• Physical Demands:– Mind and Body

Plan for Change Form

• Describe the area(s) you plan to work on this year

• Describe the goals for change(s)

• Describe strategies to achieve the goal(s)

• Describe methods/tools you will use to document and evaluate your progress

Wrap Up and Evaluation

• Questions, comments, suggestions• Evaluation