Project Access: Deaf and Hearing People

Introduction and Goals Class Act Website Plan Views Teaching/Learning Experience Strategies and Approaches Panel Wrap Up

AGENDA

Introduction Presenters Panelists Participants

DeafTEC

• NSF award• Texas Sub-Award• Partners• What is available to you• Overall goal of the grant activities

Goals

1. Learn about Deaf/ASL Culture

2. Understand the student’s 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 services

Class Act

Class Act Website www.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

Class Act• Site 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

Plan

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?

Individual Planning 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

Views

Medical View Hearing loss (types)

Physiology

Deafness

Audiogram

Cultural View Deaf Culture

ASL

Communication

Behavior

Identity-Deafhood and ASL

Contributions and Deaf Gain

Teaching/Learning Experience

Biomolecules I:Carbohydrates

BIOL 1406Spring 2013

Biomolecules/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 Reaction

Monomers 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 Carbohydrates

A 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 Carbohydrates

In 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.

glycogen

What Not to do when teaching

Discuss

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 conducive 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

• Use a document camera

• 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 Experience

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

1- Show all text on a document camera.

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.

Interpreting

ASL- American Sign Language

Sign Language Transliteration

Oral Interpreting

Cued Speech

Deaf Blind Interpreting

Visual Communication

Confidentiality

Render the message faithfully

Neutrality

Mannerism appropriate to the situation

Preparation

Professionalism

Code of Ethics

Facilitate communication

Sight Lines

References

Turn Taking

Interpreter Role

Tips Environmental Considerations

◦ Lighting◦ Position◦ External Noise◦ Amplification

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

Tips (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 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

Panel

Student Questions

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?

Wrap Up

Suggestions The most common areas where a change in

instructional strategy would benefit the deaf students◦ Use of projected images◦ Use of whiteboard or blackboard◦ Responding to student questions◦ Questioning by professor

Universal Design

1. Equitable Use: Design is useful for All2. Flexible Use: Design accommodates a wide

range of preferences and abilities

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?

Individual Planning 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

Questions?

Evaluation sheet

Thanks!

Fini!

Paul Bernella◦ paul.bernella@austincc.edu

Caroline Koo◦ ckoo@austincc.edu

Alice Sessions◦ asession@austincc.edu

Erika Shadburne◦ edomatti@austincc.edu

Contact Information