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DeafTEC is supported by the National Science Foundation under award number DUE – 1104229.

HI-TEC Preconference Workshop Using Universal Design Principles to Improve Student Learning and Success. DeafTEC is supported by the National Science Foundation under award number DUE – 1104229.

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DeafTEC is supported by the National Science Foundation under award number DUE – 1104229.

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  1. HI-TEC Preconference Workshop Using Universal Design Principles to Improve Student Learning and Success DeafTEC is supported by the National Science Foundation under award number DUE – 1104229. Any opinions, findings, and conclusion or recommendations expressed in this material are those of the authors(s) and do not necessarily reflect the views of NSF.

  2. Presenters • Panelists • Participants

  3. Panelist • Barbra Beggs, Interpreter • Amy Johnson, TSD Student • Ronald Mahnick, ACC Student • Trish Phelps, ACC Biology Professor

  4. Interpreters • Madi Chase-Wolfe • Amanda Katz • Jacob Stacy Captionist • Polly

  5. Goals • Universal Design Principles in Instruction • Perils of Lecturing Experience and Discussion • Panel • DeafTEC Website Resources • Strategies and Approaches • Plan for Change Form • Wrap Up & Evaluation

  6. Gain an understanding of Universal Design for Instruction • Learn about potential pitfalls and perils while lecturing in the classroom • Understand the student’s perspective of access • Learn about Deaf/ASL Culture • Learn about the resources available through DeafTEC • Create a personal plan for classroom strategies

  7. An NSF ATE National Center of Excellence Goal: To successfully integrate more deaf/hh individuals into the workplace in highly skilled technician jobs in which these individuals are currently underrepresented and underutilized. A resource for high schools and community colleges that educate deaf/hh students in STEM-related programs and for employers hiring deaf/hh individuals. DeafTEC is supported by the National Science Foundation under award number DUE -1104229

  8. Plan for Change • Guiding Questions • Which of my current teaching strategies makes access for deaf/hard of hearing students in my classes more difficult? • How might I modify strategies on improving access to learning?

  9. Lecture Experience & Discussion

  10. Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do 1- Use a document camera when reading aloud or referring to text. 2- Have PowerPoint and lecture notes available to the students before class 3- Treat all students equally 4- Have a positive/flexible attitude

  11. Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 5- Interpreters are not always an accurate reflection of students when voicing for them 6- Be aware of “process time,” which is the time required to process information into another language. Slow down! It may be beneficial to take small pauses or a short break

  12. Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 7- While using PowerPoint slides, overheads, or other similar material, give students time to read before moving on 8- Allow Deaf students to have access to the first few rows in class on the first day

  13. Top 10 Things Deaf/Hard-of-Hearing Students Would Like Teachers to Do (cont.) 9- Don’t force groups of deaf/hard of hearing students to work together. Well before you establish groups, ask students privately for their preferences in group assignments 10- If you are using a laser pointer, allow the pointer to remain on the object for an extended period.

  14. Class climate • Interaction • Physcial environment and products • Delivery methods • Information resources and technology • Feedback • Assessment • Accommodation

  15. UDI Principles & Examples • Class Climate: • Demonstrate respect for diversity and inclusiveness. Ex: Statement in syllabus stating willingness to discuss accommodations. 2) Interaction: • Encourage regular and effective communications between the instructor and student peers. Ex: Set communication expectations/rules at start of class.

  16. UDI Principles & Examples 3) Physical Environments and Products: • Make sure that facilities, activities and materials are accessible and usable by all. Ex:Check line of sight and safety procedures.

  17. UDI Principles & Examples 4) Delivery Methods: • Use multiple methods to deliver content and if possible allow students to select. Ex: Lectures, online exercises/problems, text, cooperative learning, group & individual products, hands on activities.

  18. UDI Principles & Examples 5) Information Resources and Technology: • Course materials, assignments and notes are available on demand. Ex: Post course PPts, assignments, notes etc. on line so they are available to students and support team. 6) Feedback: • Provide specific ongoing feedback. Ex:Provide feedback on parts of large projects, be a contributor during online discussions.

  19. UDI Principles & Examples 7) Assessment: • Regularly assess student progress with multiple methods and tools. Ex: Assess both group and individual work using written and hands on assignments.

  20. UDI Principles & Examples 8) Accommodations: • Plan for accommodations for students whose needs are not met by the instructional design. Ex: Change to a wheelchair accessible room, plan for the deaf student to sit near the interpreter in class and be at the front of the line on a field trip.

  21. Panel

  22. Student Questions • UT Video • What is it like to communicate in groups with hearing students? • What are some of the challenges you face when the teacher’s content and ideas are being expressed through an interpreter?

  23. Faculty Questions • What are the the challenges of having deaf/hard-of-hearing students in the classroom? • How has having deaf/hard-of-hearing students in your classroom enhanced your teaching experience?

  24. Interpreter Questions • What are some ways that you have seen instructors make good accommodations for interpreters to equally include deaf students? • What is the interpreter role?

  25. Resource for deaf and hard-of-hearing students and their parents, teachers, guidance counselors and employers • Five resources • Best Practices for Teaching (ClassAct) • STEM Careers • English Resources • Math Resources • Employer Resources

  26. Views

  27. Medical Views • Hearing loss (types) • Physiology • Deafness • Audiogram

  28. Cultural View • Deaf Culture • ASL • Communication • Behavior • Identity-Deafhood and ASL • Contributions and Deaf Gain

  29. Communication Tips

  30. Communication Points • Communication is vital to success of any endeavor • Communication takes two • People need to work together • Ask- “What can I do to make it easier for the two of us to communicate?” • Group versus one on one

  31. General Communication Strategies • Eye contact • Topic of discussion • Gestures, body language, facial expressions • Environment conductive to communication

  32. Group Communication Strategies • Agenda • Visual Aids • Layout of room = good communication • Vital information • Minutes or notes for references

  33. Classroom Strategies • Line of vision • PowerPoint Usage • pacing yourself • less is more • Lag time referencing text

  34. Lecture Strategies • Ask the student • Speak with another teacher who has worked with the student or other students who are deaf or hard of hearing • Be available for consult with service providers • Work as a team

  35. Working with Interpreters

  36. Visual Communication • ASL- American Sign Language • Sign Language Transliteration • Oral Interpreting • Cued Speech • Deaf Blind Interpreting

  37. Code of Ethics • Confidentiality • Render the message faithfully • Neutrality • Mannerism appropriate to the situation • Preparation • Professionalism

  38. InterpreterRole • Facilitate communication • Sight Lines • References • Turn Taking

  39. Tips • Environmental Considerations • Lighting • Position • External Noise • Amplification

  40. Tips • Importance of Student Feedback to the Interpreting Process • Head Nod/Manual Feedback • Facial Expression • Student Participation

  41. Tips • Meet with the interpreter before the first class to share outlines, texts, agenda, technical vocabulary, class syllabus, and other background information that would be pertinent • Speak naturally at a reasonable, modest pace • Use I and you • Avoid use of ‘this’ and ‘that’

  42. Tips • Look directly at the person • Avoid talking while students are focused on written class work • Strategic breaks • Captioned films and videos • Testing modifications and accommodations

  43. Improving Communication • Organized thoughts • Changes in Instruction • Prep Materials • Group Presentations

  44. Labs and Group Work • Traditional Labs vs. Outdoor Labs • Computer Labs • Group discussions/seminars • Participation- part of grade? • Multiple students per group • Safety: student and interpreter

  45. The 3 P’s • Pacing: • Slow and fast paced lectures • Pausing: • Micro-breaks • Physical Demands: • Mind and Body

  46. Plan for Change Form • Describe the area(s) you plan to work on this year • Describe the goals for change(s) • Describe strategies to achieve the goal(s) • Describe methods/tools you will use to document and evaluate your progress

  47. Wrap Up and Evaluation • Questions, comments, suggestions • Evaluation

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