Working Together: Deaf and Hearing People in Education

Project Access: Deaf and Hearing PeopleAustin Community College-DeafTECSpring Development Day 2013

Introduction and GoalsClass Act WebsitePlanViewsTeaching/Learning ExperienceStrategies and Approaches Panel Wrap Up

AGENDA2IntroductionPresentersPanelistsParticipantsPresenters- name, job, and experience

Participant- name, job, and experience3DeafTEC NSF awardTexas Sub-AwardPartnersWhat is available to youOverall goal of the grant activities

Goals1. Learn about Deaf/ASL Culture

2. Understand the students perspective of access

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

4. Create a personal plan for classroom strategies

5. Learn about classroom support servicesPoints-1. Mutually beneficial theme repeated in this program2. When deaf student or teacher is fully included in classroom, then whole class benefits3. Program covers three main areas to achieve this goal-understanding deaf- the medical view and the cultural view-important aspects of communication and communication strategies-integration and accommodation of deaf students and teacher in the classroom5Class Act WebsiteClass Act Websitewww.rit.edu/classact

Its purpose is to provide techniques and strategies to enhance access to instruction for students who are deaf or hard of hearing and are in a mainstream classroom

7Class ActSite Includes:

Challenges faced by faculty members and strategies for addressing the challenges

A discussion board for teachers

A page of additional links to short videotapes with direct comments from students who face issues daily

A page of videos of faculty with comments on their experiences

PlanPlan for ChangeGuiding 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?Individual Planning FormDescribe 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 progressViewsMedical ViewHearing loss (types)

Physiology

Deafness

Audiogram

Cultural ViewDeaf Culture

ASL

Communication

Behavior

Identity-Deafhood and ASL

Contributions and Deaf GainTeaching/Learning Experience

Biomolecules I:CarbohydratesBIOL 1406Spring 2013Biomolecules/Macromolecules. . .are very large molecules found in all living organisms. There are four major classes of biomolecules, known as the carbohydrates, the lipids, the proteins and the nucleic acids. The carbohydrates include foods such as rice, wheat and corn; the lipids include butter, cholesterol and other steroids as well as the phospholipids of plasma membranes; the proteins serve many functions in organisms including hormones, enzymes, transport and contractile molecules; and the nucleic acids are the DNA in the nucleus of eukaryotes and the nucleoid region of prokaryotes, the ribonucleic acid and often the hydrogen acceptors and energy molecules such as adenosine triphosphate. These four categories of macromolecules are essential components of cells and present in the food groups that we ingest. Monomers and the Condensation ReactionMonomers are small molecules that combine together by dehydration, the removal of water, to make the carbohydrates, lipids and proteins of cellular macromolecules. The dehydration reaction is also called a condensation reaction, a similar concept to the condensation of water that forms on the outside of glasses of iced drinks in the summer time. In a condensation reaction the hydroxide is removed from one monomer and the hydrogen from another, producing water and establishing a single covalent bond between the monomers; this continues until a large molecule is produced. The exception is that nucleic acids to not undergo a dehydration reaction.Monosaccharides, Polysaccharides and CarbohydratesA prevalent monomer of many carbohydrates is glucose, an aldohexose with the functional groups of an aldehyde carbonyl and five hydoxyls. When dry glucose is a linear molecule; in solution glucose forms a hexagonal hemiacetal. The hydroxyl of Carbon 1 of one glucose molecule is removed and the hydrogen of Carbon 4 of another glucose molecule is removed in a condensation reaction to make the acetal structure of the disaccharide. Occasionally, there is a 16 condensation reaction to produce a branch point along the polysaccharide.Storage CarbohydratesIn both plants and animals, carbohydrates are used as energy storage, with plants using starch as long term energy storage to fuel the growth of the seedling and animals using glycogen as short term energy storage.

glycogenWhat Not to do when teachingDiscussCommunication TipsCommunication PointsCommunication 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 oneGeneral Communication StrategiesEye contact

Topic of discussion

Gestures, body language, facial expressions

Environment conductive to communicationGroup Communication StrategiesAgenda

Visual Aids

Layout of room = good communication

Vital information

Minutes or notes for referencesClassroom StrategiesLine 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

Student ExperienceTop 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do1- Use a document camera to make textbooks and handouts visible to all students

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

3- Treat all students equally

4- Have a positive/flexible attitude

CKK29Top 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 breakCKK30Top 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 dayCKK31Top 10 Things Deaf/Hard of Hearing Students Would Like Teachers to Do (cont.)9- Dont 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.CKK32Interpreting ASL- American Sign Language

Sign Language Transliteration

Oral Interpreting

Cued Speech

Deaf Blind Interpreting Visual CommunicationConfidentiality

Render the message faithfully

Neutrality

Discretion

Mannerism appropriate to the situation

Preparation

ProfessionalismCode of EthicsFacilitate communication

Sight Lines

References

Turn TakingInterpreter RoleTipsEnvironmental ConsiderationsLightingPositionExternal NoiseAmplification

Importance of Student Feedback to the Interpreting ProcessHead Nod/Manual FeedbackFacial ExpressionStudent ParticipationTips (continued)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 (continued)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 CommunicationOrganized thoughts

Changes in Instruction

Prep Materials

Group PresentationsLabs and Group WorkTraditional Labs vs. Outdoor Labs

Computer Labs

Group discussions/seminars

Participation- part of grade?

Multiple students per group

Safety: student and interpreterThe 3 PsPacing:Slow and fast paced lectures

Pausing:Micro-breaks

Physical Demands:Mind and BodyPanelStudent QuestionsWhat is it like to communicate in groups with hearing students?

What are some of the challenges you face when the teachers content and ideas are being expressed through an interpreter?

Describe a challenging class that you have experienced and the strategies you have used to be successful in that class.Faculty QuestionsWhat do you do on the first day of class to help deaf/hard of hearing students feel welcome?

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 QuestionsWhat are some ways that you have seen instructors make good modifications for interpreters to equally include deaf students?

What is the interpreter role?

Are interpreters experts in the subject areas they interpret? Why is their background important? Does it vary?Wrap UpSuggestionsThe most common areas where a change in instructional strategy would benefit the deaf studentsUse of projected imagesUse of whiteboard or blackboardResponding to student questionsQuestioning by professorUniversal Design Equitable Use: Design is useful for AllFlexible Use: Design accommodates a wide range of preferences and abilities

Plan for ChangeGuiding 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?Individual Planning FormDescribe 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 progressQuestions?

Evaluation sheet

Thanks!Fini!Paul Bernellapaul.bernella@austincc.edu Caroline Koockoo@austincc.edu Alice Sessionsasession@austincc.eduErika Shadburneedomatti@austincc.edu Contact Information