Did you know that …?

•  More individuals in the United States have a hearing impairment than any other type of physical disability.
•  Any type or degree of auditory impairment is considered to be a hearing impairment.
•  Deafness is an inability to use hearing as a means of communication.
•  Hearing loss may be sensorineural, conductive, or mixed. Sensorineural hearing losses involve impairment of the auditory nerve. A conductive loss of hearing involves a defect in the auditory system, which interferes with sound reaching the cochlea. Mixed impairments involve both sensorineural and conductive loss. Hearing loss is measured in decibels and may be mild, moderate, or profound.
•  A person born with a hearing loss may have some English language deficiencies similar to those of foreign individuals learning English as a second language. American Sign Language (ASL) is a unique language that is different from English, with it’s own syntax and grammar.
•  Students with more severe loss or deafness, who have knowledge of sign language, may require an interpreter.
•  Students with mild to moderate hearing loss may use hearing aids and/or rely on lip reading.

Reasonable accommodations approved by OSD may include but are not limited to:

•  Providing an interpreter
•  Insuring that an interpreter is located where the student can see both the interpreter and the lecturer
•  Seating in the front of the classroom
•  Written supplements to oral instructions, assignments, and directions
•  Use of visual aids when appropriate
•  Having the speaker face the class during lectures
•  Designating or providing a note taking assistant for class lectures
•  Allowing extended time on oral tests that require an interpreter
•  Providing a small amplification system called an FM loop system for the instructor to wear
•  Reducing excess noise as much as possible

Tips for working with students who are hearing impaired or deaf

• Hearing aids and lip reading: Hearing aids increase the overall sound level but do not necessarily make speech more readily understood. In some cases it can distort sound for the listener. Individuals who lip read typically distinguish no more than 30% of spoken words. It is important when speaking to a student with a hearing impairment to look at the student, keep your hands away from your mouth, use shorter sentences, speak slowly, and use appropriate facial expressions and gestures. Technical and unfamiliar vocabulary should be written down for the student. Standing in front of a window or a source of glare may limit visibility for the student. It is not helpful to shout or exaggerate lip movements.
• Interpreters: If the student uses an interpreter, remember to look at the student, not the interpreter. The interpreter should be seated so that the student can see the lecturer and the interpreter. If overheads or videos are used, some light should be left on so that the student can see the interpreter. A note taker or copies of another student’s notes may be necessary as the student cannot watch the interpreter and take notes at the same time. Interpreters are professionals with specialized training but they should not give opinions about the student’s progress in the course. Consideration of a brief break during a long lecture will give the interpreter and student a rest. For additional information about interpreters, contact John Antablian at the Riverside Campus, phone 223-6151, and check out their web pages.
• Other considerations: Classroom discussions may be difficult to follow. The instructor should repeat questions raised by other students. A written summary of relevant points made should also be provided. Videos without captions require a written summary or outline of the important points. Verbal assignments, due dates, changes in schedule and other information may be missed by the student and should be provided in writing. The student may not hear what is said while the instructor writes on the board. The use of overheads and all types of visual aids provide better communication.

OSD determines specific accommodations
Students may not need all of these accommodations. Specific accommodations are based on the diagnostic information that is on file in the Office for Students with Disabilities.