Accomodations

__ Inclusive Education – Accommodation: Environment, time and pace, alternative methods of assessment for deaf and hearing impaired students. __

Deaf or hard of hearing individuals are commonly referred to as the “hearing impaired”. Although this term may be accurate, it is deemed to be politically incorrect as those within the deaf/hard of hearing community feel as if this term “focuses on their inability” (National Association for Deaf People). Though the terms deafness and hard of hearing are often used synonymously, they are slightly different. According to the Individuals with Disabilities Education Act (1990), deafness refers to the “hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance” whereas hard of hearing is defined as a “an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance”. Those who are deaf or hearing impaired have long been discriminated against within society. With that being said, it is not morally correct for those who are deaf/hard of hearing to be discriminated against, especially when it pertains to something as vital as education. Although, in some instances an individual education plan (IEP) may be necessary, often times there are alternative methods that do not involve removing them from the classroom that can enhance a deaf/hard of hearing person’s educational experiences.

As educators, it is important to recognize the conditions that our students may face—especially those which can affect their ability to learn. According to Mitchell (2005) “fewer than 1 in 20 Americans are currently deaf or hard of hearing. In round numbers, nearly 10,000,000 persons are hard of hearing and close to 1,000,000 are functionally deaf… and less than 4% are under 18 years of age (p. 112). Although these statistics indicate that a relatively small percentage of our students will be deaf or hard of hearing, it is our responsibility to accommodate our students in every way possible.

Educating deaf or hard of hearing students can be a difficult process. Successfully teaching deaf/hard of hearing students is a collaborative process that requires a great deal of communication, cooperation and feedback between the teacher and the student. When teaching a person who is deaf or hard of hearing, it is imperative that the teacher learn as much as possible about their disability, the individual’s learning preferences and the degree to which their disability affects their ability to communicate and learn. By learning how a deaf/hard of hearing individual’s learning experience is affected, teachers can alter their methods of instruction appropriately to enhance that student’s ability to understand.

Deaf and hard of hearing students face many barriers with perhaps the largest of which being communication. According to Sacks (1989), language allows individuals to “communicate freely… and acquire and share information” (p. 8). The inability to effectively acquire language, limits deaf/hard of hearing individuals both in social and educational settings. The inability to recognize what is being said restricts one’s ability to comprehend verbal speech and thus limits their degree of understanding. This presents a major barrier in the classroom as much of the communication within the classroom is verbal. Cerney (2007) states that within the classroom, “deaf students are often deprived of the words and the content, as well as the relationships that these voices represent” (p. 3). This inability to effectively and efficiently communicate creates a significant educational barrier for deaf/hard of hearing students.

One of the most important aspects of educating a deaf/hard of hearing student is creating an inclusive classroom environment. Creating an inclusive classroom environment requires the ongoing cooperation of both the students and the teacher. Though often underestimated, the social role in learning is imperative if a student is to reach their full potential. Therefore, it is important to encourage group interaction with a deaf/hard of hearing student. To create an inclusive, non-restrictive environment, the students and the teacher must be educated on what constitutes appropriate behaviour, effective communication strategies and approaches for inclusion. Some alternative strategies for including deaf/hard of hearing students are to have them participate in classroom in a way that they feel comfortable communicating (such as writing down their response to share it with others). Another way that deaf/hard of hearing students can participate in the classroom is by using alternatives to verbal communication such as demonstrations and visual pieces (eg: drawings, or posters). Lastly, while listening or socializing, classmates should be aware of and employ strategies that can enhance the deaf/hard of hearing student’s understanding (eg: recapping what was said, indicate who is speaking, speaking clearly and sitting in a circle pattern). By employing these strategies and demonstrating inclusion in the classroom, the deaf/hard of hearing individual will experience a sense of belonging and feel that they are a valued member of the classroom community.

The classroom is a very social place full of distractions and obstacles that can hinder one’s ability to learn. Turnbull, Turnbull, Shank & Leal (1995) state that “classroom design adaptations can help promote students’ ability to gain information from teachers” (p. 572). With that being said, particular modifications to the learning environment are suggested in order to create a suitable learning environment for deaf/hard of hearing students. Lighting is critical in a deaf/hard of hearing student’s ability to lip-read. It is very important that the classroom is well lit and that the teacher should eliminate shadows whenever possible (eg: have light on the teacher’s face, not behind them). A deaf/hard of hearing student’s position within the classroom is another factor that can affect their ability to learn and understand. According to Vesey and Wilson (2003), only “25% of speech is visible on the lips” thus making certain instructional modifications crucial to the deaf/hard of hearing student’s understanding. It is suggested that deaf/hard of hearing students who can lip-read be placed towards the front of the class so they have greater visual access to the teacher’s lips. Teachers should have the deaf/hard of hearing student’s attention before speaking, and should position themselves in a way where the student can always read their lips. The teacher should speak clearly, at a normal pace and should avoid using contractions and slang. Another factor contributing to the performance amongst deaf/hard of hearing students is classroom acoustics. Ross (1978) asserts that “poor classroom acoustics are a major factor contributing to poor performance” (p. 469). Not all deaf/hard of hearing students are completely deaf and can use their residual hearing in the classroom. With that being said, it is important for the teacher to control the noise level and eliminate potential background noise within the classroom. The teacher should keep student chatter to a minimum and place potential sources of background noise such as, pencil sharpeners or computers at the back of the room and away from the student. Background noise can distort the student’s residual hearing thus reducing their ability to understand. If teachers actively collaborate with their deaf/hard of hearing students and follow these suggestions above, they can create an environment that is conducive to learning.

When it comes to educating deaf and hard of hearing students, much emphasis is placed on the communication, language and speech. According to Turnbull, Turnbull, Shank & Leal (1995) “as more [deaf/hard of hearing] students are included in general education classes, academics have become more important” (p. 568). With that being said, if a deaf/hard of hearing student is placed in their general education class, it is the responsibility of the teacher to adjust their time and pace of instruction to meet the needs of this student. Foster, Long and Snell (1999) contend that “deaf students less frequently perceived the teacher’s pace as optimal for learning as did hearing students” (p. 228). When teaching a deaf/hard of hearing student, the teacher should present at a normal pace unless otherwise asked to slow down. However, it is important that the teacher and the deaf/hard of hearing student communicate frequently to determine if the pace needs to be adjusted. If the student is failing to understand or translate effectively, slowing the class pace allows students to translate more effectively and results in a greater level of understanding. It is also imperative that the teacher and student discuss the issue of time. It is reasonable to allow a deaf/hard of hearing student more time for classroom activities. Setting aside more time for completion allows deaf/hard of hearing students to complete classroom activities and assignments in a way that is suitable for them. Addressing class time and class pace for a deaf/hard of hearing student may not always be necessary, however working at a slower pace and allowing for more time can be beneficial and may lead to a greater degree of understanding.

Assessment is an ongoing process that takes place in any classroom. There are a variety of effective assessment practices with some of the traditional assessment strategies include formal testing, developmental checklists, student portfolios and class work. Assessments for students who are deaf and/or hard of hearing will be similar [to the assessment of regular students], but may require adaptations” ( Manitoba Education, Citizenship and Youth, 2009, p. 60). The most important aspect of assessment for deaf/hard of hearing students is that the assessment strategy is appropriate for the student. Keller (2005) states that when designing tests, it is important that teachers limit long sentences, abbreviations and complex language as these may be confusing to students. Even though a test may be designed effectively, assessment adaptations may still be necessary. Some examples of assessment adaptations include supplementing oral instructions with visual or written explanations, providing a quiet testing environment and allowing more time to complete tests. In addition, interpreters may be used to help interpret a test for deaf/hard of hearing students. Keller (2005) states that this is beneficial as “an interpreter can often rephrase a question so that a student is able to better understand the intent of the question”. Formal testing and examinations are not the only assessment strategies used to assess deaf/hard of hearing students. It is important that teachers use alternative methods of assessment that assess knowledge in different ways. Teachers may ask students to repeat what they know back to them, replicate an idea using a diagram, show how to do something or interpret something through drawing. Alternative methods of assessment are important as they provide an opportunity for deaf/hard of hearing students to express their knowledge in a variety of ways.

It is clear that teachers can have an enormous impact on the lives of their students and in particular a deaf/hard of hearing student. It is integral that educators acknowledge their disability and do everything in their power to enhance their educational experience. It is crucial that they not make assumptions about deaf/hard of hearing students and treat them as normally as possible. Communication serves as a gigantic educational barrier to deaf/hard of hearing students but if teachers make a concerted effort to modify their classroom to communicate more effectively, these students can better understand and comprehend what is going on in the classroom. An inclusive classroom is also key to the success of a deaf/hard of hearing student. Teachers must actively work with their students to develop strategies for inclusion. The education of a deaf/hard of hearing student is a cooperative process. Ongoing communication between the student, the student’s family and the teacher is key contributor to academic success. All in all, teachers must acknowledge the limitations of a deaf/hard of hearing student and make a concerted effort to improving their educational experience in whatever ways they possibly can.