Educating Learners Who are Deaf or Hard of Hearing

hand cuffed behind an ear

Preparing for Class

Create a dynamic syllabus with links to critical information, definitions, etc.
Provide the syllabus early
Use graphics/images that support auditory content
Provide a copy of PPT presentations 24 or more hours prior to class time, if/when possible
Ensure movies/video are captioned and/or transcripts can be provided
Provide files in multiple formats
Attend to Disability Resource Center accommodation letters

Ensure movies/video are captioned and/or transcripts can be provided
Include appropriate illustrations and graphics to explain concepts
Enunciate clearly
Face and engage in direct eye contact with individuals who are deaf or hard of hearing
Decrease extraneous/distracting noise(s)
Adhere to lectures provided in advance as much as possible
If accompanied by an interpreter:
- Talk to and look at the learner rather than the interpreter
- Speak at a relaxed rate that allows for interpreting
- Be specific when providing direction, e.g. on the second line, in the left corner
- If lectures will last longer than one hour, allow for a short break
Use "person first" language - rather than identifying the disability as primary to the person's identify, e.g. deaf individual; identify the person first, e.g. individual who is deaf or individual with a hearing impairment