KEEPING INFORMED

DHH (DEAF AND HARD OF HEARING)

Common Characteristics Of A DHH Studentl:

- Difficulty following verbal directions.
-Difficulty with oral expression.
-Some difficulties with social/emotional or interpersonal skills.
-Will often have a degree of language delay.
-Often follows and rarely leads Will usually exhibit some form of articulation difficulty.
-Can become easily frustrated if their needs are not met which will lead to some behavioral difficulties. -Sometimes the use of hearing aids leads to embarrassment and fear of rejection from peers.
-http://specialed.about.com/od/disabilities/a/deaf.htm

Common Strenghts Of A DHH Student:

-They are independent learners.
-They have strong relationships.
They believe they are loved by their friends and families yet they also know their limitations.
-They are able to recognize their limitations.
-They also may do well in many areas
- http://gupress.gallaudet.edu/excerpts/DAeleven2.html

Common Barriers Of A DHH Student:

Typical barriers that limit the effectiveness of a course for students who are deaf or hard of hearing include: Lack of captions for any video or web videos; Oral-intensive lecture styles; Group work and break out sessions that involve quick discussions with mostly hearing peers; Fast moving classes in which there is no time allowed for interpreters to catch up with material; and, Note taking, which is made difficult by having to watch all at once; the interpreter, the professor, and any visuals such as the writing on the board or power point.
- slideshttps://www.uvm.edu/~cdci/universaldesign/?Page=teaching-accommodations/deaf.php&SM=teaching-accommodations/submenu.html

Instructional Strategies For A DHH Student:

Keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing. Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes. Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.). Use more than one way to demonstrate or explain information. When teaching, state objectives, review previous lessons and summarize periodically. Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material. Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker. When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments. If possible, provide transcripts of audio information. Allow several moments extra for oral responses in class discussions. In small group discussions, allow for participation by students with hearing impairments. Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter. If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class. -http://www.ferris.edu/htmls/colleges/university/disability/faculty-staff/classroom-issues/hearing/hearing-strategy.htm

Resources For DHH Students:

Closed Captioning on videos can help students when watching videos, have a common way to indicate who is communicating when, improve the use of visual aides, and use yourself as an example of attempting to communicate to the child. interpreters may also be a good resources for your class.
-http://libraryschool.libguidescms.com/content.php?pid=635612&sid=5480057