Although each situation is different and the student is the best source of information regarding useful accommodations, the following accommodations are typical for a student who is deaf or hard of hearing:
Captioning is usually considered when the video product is complete, if at all. Instead, the production should be filmed so that critical content does not appear where captioning will cover it (usually at the bottom of the screen). Captions should describe all of the visual content, including nonspeech noises. Suggestions for making attractive and functional captions include the following:
To experience watching a multimedia product without the ability to hear, turn off the volume on your television set. Some programs, such as sporting events, are fairly easy to follow by watching the visual display. Others, such as news programs, make little sense without audio. To make this content accessible to those who are deaf, a sign language interpreter or text captioning can appear on the screen. Captioning is more common because not all individuals who are deaf know sign language and there isn't one standard version of sign language.
The Internet hosts a large quantity of websites and electronic discussion lists that may be of interest to individuals who are deaf or hard of hearing and their family members, friends, mentors, advocates, employers, and coworkers. A collection of websites and discussion lists can be found at Disability-Related Resources: Deaf or Hard of Hearing.
My name is Jess and I am hard of hearing. I live in a residence hall on an urban campus. I need to walk several blocks through high traffic areas to my classes, to the dining hall, and to social activities.
A cochlear implant is a small, complex electronic device that can help to provide a sense of sound to a person who is profoundly deaf or severely hard-of-hearing. The implant consists of an external portion that sits behind the ear and an internal portion that is surgically placed under the skin. An implant includes the following components:
Since each student's accommodation needs are unique and the student is often most knowledgeable about effective accommodations, be sure to talk with the student about what accommodations they might need.
Some specific accommodations that might be useful to a student who is deaf or hard of hearing in a science lab include the following:
Recognizing that cost and time often preclude one-by-one signing of even the most widely used instructional materials TERC, a not-for-profit education research and development organization, partnered with Vcom3D, the developer of the SigningAvatar accessibility software, to create the Signing Science Dictionary (SSD).
Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs) are documents developed by school personnel to help guide interventions for students in special education. Well-written IEPs and IFSPs for students who are deaf or hard of hearing (D/HH) can be used to effectively guide instruction and track academic progress. Both itinerant and classroom teachers can play important roles in developing these documents.
Video remote interpreting (VRI) is a form of sign language interpreting that allows people who are deaf or hard of hearing to communicate with a hearing person at the same site via videoconferencing instead of live, on-site interpreting. VRI is especially useful when (1) there is a lack of available qualified interpreters, such as at a rural location; and (2) when an interpreter is needed immediately and there is no available interpreter on-site.
