Deaf and hard of hearing students are just like any other student who comes to college. There are some specific issues that arise out of the communication needs that are evident. Essential in getting started in college on the right track and maintaining it, depends primarily on the cooperation of the student, counselor or coordinator for disability services), and the instructor. Other professional staff such as interpreters, notetakers and tutors are crucial in assisting the student to be successful. The key responsibilities of each are discussed below.

STUDENT RESPONSIBILITY

CLASS ATTENDANCE is crucial for successful academic completion. When a student who uses an interpreter will be absent from class, notifying the designated interpreter is expected. This is crucial when part-time interpreters are being paid for their time in class. The interpreter can be notified ahead of time when any change is expected. However, there are times when things happen in a way that do not allow the interpreter to be notified. When at all possible, prior notification is expected by calling the office for disability services. The interpreter and/or notetaker is there as a supplement to the class room experience, not as a substitute. If a student misses class he or she needs to meet with the instructor for follow up. Notetakers and interpreters are not responsible for the student’s absence and for their academic responsibilities.

SUPPORT TEAMWORK is vital to the optimum classroom experience. By establishing a good working relationship with the classroom support team (notetaker and/or interpreter) the student can be sure that his/her needs are met for the particular class. It is the student's responsibility to advocate for themselves for what they need in the classroom. Often it is a good idea for the student and notetaker to sit side by side in order that the student can monitor when and what notes are being made. If a problem arises, it can more easily be identified. If the interpreting situation is not working well for the student, it is the responsibility of the student to let the interpreter know how or what needs to be changed. When problems with the team cannot be worked out, the counselor and/or lead interpreter can intervene to find a workable solution.

ACCOMMODATION REQUESTS indicates specifically what a student requires for academic success. The Americans with Disabilities Act (ADA), clearly specifies the importance and liability that educational institutions have in complying with students with disabilities. An accommodation request simply indicates in writing what support services a specific student requires. This can involve such things as: classroom assistance (interpreter, notetaker, ALD, etc.), testing accommodations (time extensions, interpreted tests, distraction-free room, etc.), and tutorial assistance. Although it is the responsibility of the student to indicate what support services are needed, students sometimes are not quite sure what they need or may need at the onset of the semester, flexibility is important.

The counselor can assist the student with determining the scope of services needed by requesting secondary school records and pertinent medical information, if necessary. Copies of the accommodation request are signed and kept by the instructor, student and counselor, to show the unified agreement. Forms may be sent to the testing center if a student will be testing there and will need some specific accommodations. (See appendix for a sample copy of an accommodation form).

INSTRUCTOR RESPONSIBILITY

Having a student who is deaf or hard of hearing in the classroom often is a new and challenging experience for an instructor. As an instructor, he/she is the ‘head of the class’, simply meaning, the one who sets the pace, tone and atmosphere for learning. It is no small feat, yet one that is easily overlooked. Aside from the usual classroom preparations, the instructor must enforce the disciplinary code that is expected in the classroom. Each student in the classroom falls under the jurisdiction of the instructor and has a responsibility to do so. This applies to each and every student, regardless of having a disability or not. An instructor has a job to do in the classroom, and frankly, so does the student. Some specific factors that may be evident in a classroom with a student with a hearing impairment are mentioned in the following paragraphs.

THE SIGN LANGUAGE INTERPRETER most often is situated in the front of the classroom and near the instructor. The reason for this is quite simple, to allow the student to have both the interpreter and instructor in their field of vision as visual cues are an important aspect of any communication. Individuals with a hearing impairment rely more on visual cues for communication. Being able to watch the interpreter’s translation into visual communication, and at the same time, periodically "read the body language" of the instructor, is an important factor. Also, seated in the front, the interpreter can face the student who is deaf or hard of hearing, who is most often seated in the front row.

An interpreter is there to translate what is spoken in the class, into a form of visual communication. When a film is shown in class, the interpreter will also interpret the film. It is very helpful to the interpreter to know ahead of time when a film might be shown in order to come prepared to class with a small light by which the deaf student can see the signed interpretation. Not being able to see the interpreter’s translation is the equivalent of watching a film without sound. There needs to be adequate light in some form; window light, door left ajar, single overhead light left on, portable pocket light, to name a few options.

THE USE OF A NOTETAKER BY STUDENTS WHO ARE DEAF OR HARD OF HEARING function as a supplement to classroom learning. Taking notes from a lecture is an important supplement to academic responsibility. Students who are deaf or hard of hearing have difficulty taking their own notes. Students who must focus on an interpreter for the information cannot take notes simultaneously. Hard of hearing students focusing intently on understanding the instructor, e.g., lipreading, have the same difficulty.

It is more effective when the notetaking task is provided by another means, which can be accomplished in a variety of ways:

1. An instructor can identify a student in class to take notes for the student who is deaf or hard of hearing (instructors may know their students capability as a notetaker based on a prior class with the student).
2. An instructor may announce in class that a notetaker is needed, thereby another student may volunteer.
3. The student, themselves, may ask another classmate to take notes on a volunteer basis.
4. A classmate taking notes may be reimbursed by the office of disability services
5. An instructor may choose to share his/her lecture notes with the student.

Being creative in acquiring a notetaker in a timely manner is crucial.

THE USE OF AN ASSISTIVE LISTENING DEVICE (ALD) by students who are deaf or hard of hearing help the student to hear the instructor more clearly. It is relatively simple to use. The instructor wears a transmitter that is attached to a small mike worn on the lapel. The transmitter can be placed in a shirt or skirt pocket or clipped over a belt. Moving around the classroom the unit is not restricted at all and its very practical with no wires that are hazardous. The student wears a receiver with volume control and a headphone. There are no distractions that create problems in a classroom. These systems are designed to enhance the hearing acuity for the wearer. No other person in class is affected and the instructor is free to move around the classroom.

The only drawback in this system is that it cuts off all other sound in the classroom, e.g.. discussions and questions by other students. Working around this may simply require the instructor to repeat the question of the classmate for the student who is using the ALD. For classroom instruction, the use of the personal ALD, such as the one described, is ideal. However, in a large auditorium setting, for example, other systems may be more appropriate. (See assistive listening device heading for further details on these other systems).

THE USE OF A TAPE RECORDER BY A HARD OF HEARING STUDENT occasionally is the most workable solution for that student’s need and given resources. For some instructors, this poses a particular difficulty. Instructors may sometimes feel uncomfortable having their lectures taped. This is understandable in a sense, where it is felt ‘confidentiality’ within a classroom is being taken ‘outside’ of the classroom. Needless to say, it is not the intent of the student to ‘broadcast’ what has occurred in a classroom. For some students, their preference is to try to follow the lecture on their own with the back up of a taped message. With this method, they can replay the lecture until they are clear on what was said in class.

A student may also elect to have the taped lecture transcribed into written format. Students who have an attention disorder or cognitive processing disability in addition to a hearing impairment, often find this method helpful in regaining what was lost during the lecture. A simple means of envisioning a process of cognitive processing disruptions that occur in some students, is to think of a radio frequency that keeps going out at certain intervals creating gaps in information.