Classroom Strategies for Students with Hearing Loss

Accommodations vary. Some students with hearing loss may be provided with real-time communication access via an in-class Service Provider and linked laptop computers. Other students who are not able to access hand-written notes may request an in-class notetaker who will use a word processor to take notes electronically.

• Safety concerns in the classroom. If you have concerns about the safety of a student’s participation in the classroom, contact the Disability Resources office and we will implement a process to address the specifics of the situation.

• Consider classroom arrangement. For interactive situations, circles or semi-circles work best for students with hearing loss.

• Establish the notetaker's location. The student and notetaker will discuss where the notetaker should sit to provide the greatest benefit for the student while minimally distracting other class members. The notetaker may need access to an electrical outlet. In class, the notetaker may choose a location where overheads or other media is visible and can be reflected in the notes.

• Share lecture content. Familiarity with the subject matter will enhance the quality of the notes taken. If possible, meet with the notetaker to share outlines, texts, agenda, technical vocabulary, class syllabus and any other background information that would be pertinent.

• Speak directly to the student. Be sure you have the student’s attention before speaking. There is no need to add “ask him…” or “tell her…”, when using a Computer Notetaker or sign language interpreter. The student may make eye contact with you, speech-reading your message directly.

• Spell out technical words. It is helpful to have technical terms or jargon relating to a particular concept or discipline spelled or written out using the white board, an overhead projection or a handout.

• Speak at a reasonable pace. Notetakers and interpreters can usually keep up with the pace of a lecture; however, if you plan to read a passage during class, don’t rush through it. People tend to speak more quickly when reading, and the flow of information is different than when one is speaking extemporaneously, as is the case in most lectures.

• Encourage communicating in turn. It is important that only one person speak at a time; therefore, encourage students to wait until you recognize them before speaking.

• Allow ample time for reading. Students with hearing loss cannot read and watch the computer screen or interpreter at the same time. Avoid talking while students are focused on written work or overhead projections/multi-media presentations.

• Repeat or paraphrase questions and responses. When questions are asked, be sure to repeat or paraphrase questions before a response is given.

• Allow ample time for questions. During class discussions or question/answer periods, give the student ample opportunity to raise his/her hand, be recognized, and ask questions. The computer notetaker or interpreter may “voice” for a student who doesn’t have easily understandable speech. Making time for questions allows the notetaker or interpreter to finish conveying the message and enables the student to fully participate in class.

• Use captioned media. Captioned media is strongly recommended to allow the student direct visual access to the information. However, if you are planning to show a movie or use other audiovisual materials without captioning, inform the notetaker beforehand. The notetaker may ask to borrow the media to provide the student with a transcript allowing full access to the information contained in the video. If you’d like to add captions to your own YouTube videos, go to http://www.youtube.com/watch?v=B6jXPpqVPVI for a short video tutorial.