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Since even the best lip-readers may understand only 30-50% of what is said, don’t consider it an indication of the student’s intelligence or competence if she/ he has trouble understanding you.
Be patient about the need to repeat yourself sometimes.
If the student uses a sign language interpreter, do not walk in front of the interpreter while speaking. ”) Don’t praise the interpreter’s skill unless you are competent to judge this.
If the student has trouble understanding a point or answering your question, consider that this difficulty may be due to problems with the interpreter’s skill, rather than to the student’s intelligence or preparation.
Assignments and Instructions: Put on the board or hand out written statements of all important dates, assignments, exams, instructions, or changes in location.
Consider providing a brief outline of the course as a handout or on-line.
If you need to speak while writing on the board, have a student write while you dictate.
Request privately that they arrive early enough to sit in the first five rows, or allow the student a designated seat near the front.
You can arrange moveable chairs to facilitate the student’s ability to understand you.
Students can lip-read best when they have their backs to the light source and you face that source.
Do not, however, single out the hearing impaired student by announcing that you are making these changes so the hearing-impaired student is able to hear better. Encourage the student to sit in the first few rows.
Hearing-impaired students may not be as aware as deaf students of how important distance is to understanding speech (Blair 71-73).