Lana Oconnell
Deaf students face a unique set of challenges in academia, especially since much essential information is delivered exclusively by word of mouth. To ensure that deaf students can access education, universities are required to provide support and resources to ensure equal opportunities. This includes financial support, assistive technology, sign language interpreters, and specialised student services. Students with hearing impairments may also require accommodations such as seating preferences, assistive listening devices, and live captioning. This paragraph will explore the services provided to deaf students in universities to promote equal access to education.
| Characteristics | Values |
|---|---|
| Legislation | The Equality Act 2010, Americans with Disabilities Act (ADA) |
| University services | Access Unit, Equality Service, Disability Advisory Team, Able Centre, Disability Officers |
| Communication support | Sign Language Interpreter, Manual and Electronic Notetaker, Lipspeaker, Speech to Text Reporter, Auslan Interpreters, Live Remote Captioning |
| Learning strategies | Visual learning, assistive technology, listening devices, software, wireless assistive listening devices |
| Teaching strategies | Written materials, lecture notes, scripts, photocopied notes, reading lists, jargon lists, open-ended questions, pre-teaching vocabulary |
| Classroom setup | Loop systems, portable loops, half-circle seating arrangement, name badges, clear lighting |
| Teaching tips | Tap on the shoulder, wave, eye contact, speak slowly and clearly, no yelling or over-pronunciation, no objects in mouth, no standing in front of light source |
| Financial support | Disabled Students’ Allowance, Disability Living Allowance, scholarships, grants |
| Organisations | Hands and Voices, National Deaf Center (NDC), Accessible College, Alexander Graham Bell Association, Laurent Clerc National Deaf Education Center |
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What You'll Learn
Sign language interpreters
When working with a sign language interpreter, it is essential to maintain eye contact with the deaf student and speak directly to them. The student will turn to the interpreter as needed. Interpreters should be positioned near the speaker to facilitate clear communication. It is also important to be aware of lighting, as shadows on the face can make it difficult for students to speech-read or interpret facial expressions.
To ensure effective communication, it is recommended to obtain the student's attention before speaking and to provide clues about the topic of discussion. Speaking slowly and clearly, without shouting or exaggerating lip movements, enhances lip-reading accuracy. Using short, simple sentences and providing new vocabulary in advance can also aid comprehension.
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Scholarships and grants
Scholarships
Scholarships for deaf students are typically awarded based on merit, financial need, and the degree of hearing loss. Some scholarships have specific eligibility criteria, such as targeting students who have been deaf since birth, while others focus on those with severe hearing loss due to disease or accident.
- Minnie Pearl Scholarship: Offers up to $1,000 per year for a maximum of four years to undergraduate students with a cumulative 3.0 GPA.
- Alexander Graeham Bell Association for the Deaf and Hard of Hearing: Provides scholarships ranging from $1,000 to $10,000 annually, with stringent eligibility requirements, including an unweighted GPA of 3.25.
- Gallaudet University: Offers the President's Honors Distinction Scholarship, providing full tuition, room, and board to eligible students accepted into the college's Honors Program.
- National Institute for the Deaf (NTID): Administers a range of scholarships with varying award amounts and eligibility requirements.
- R. Orin Cornett Scholarship: Awards $1,000 to Cued Speech users who are college students.
- Sertoma’s Scholarship for the Hard of Hearing or Deaf: Offers awards ranging from $1,500 to $2,500 for students with clinically significant bilateral hearing loss.
- Help America Hear Scholarship: Provides a $4,000 award to high school seniors across the country who are hard of hearing.
Grants
In addition to scholarships, there are also grants available for deaf students. Grants are typically need-based and can provide additional financial support for tuition, books, and other expenses.
Some notable grant opportunities include:
- Federal and State Grants: The U.S. federal government offers grants such as the Pell Grant for low-income students, and there are also state-level grants for disabled students.
- Newcombe Grants: Support students with disabilities, including deaf or hard-of-hearing students, in completing their baccalaureate degrees. These grants are awarded to colleges and universities, not directly to individual students.
Other Financial Aid Opportunities
Deaf and hard-of-hearing students can also explore other financial aid options, such as loans, work-study programs, and vocational rehabilitation (VR) services. VR programs may provide financial assistance, employment planning, counselling, and job placement assistance to individuals who are deaf or hard of hearing.
Additionally, some universities that specialize in serving the deaf community, such as Gallaudet University and the SouthWest College for the Deaf, offer their own financial aid programs and scholarships. These institutions may also use American Sign Language (ASL) as the native language, providing a unique educational opportunity.
It is important for deaf students to research and apply for all the scholarships and grants for which they qualify, as these can significantly ease the financial burden of pursuing higher education.
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Assistive technology
One common form of assistive technology is a laptop, which can be used to access software such as Skype to deliver sign language interpreters or captioning. This can be particularly useful for students who have been deaf since early childhood and may have literacy issues or a limited vocabulary. These students can also benefit from receiving reading lists well before the start of a course, as well as tailored reading lists and guidance to key texts.
Other students may prefer or require listening devices, such as hearing aids or radio aids, which can be used in conjunction with a lecture theatre's loop system. However, it is important to note that hearing aids amplify all sounds, including background noise, so they may not always meet a student's "hearing" needs. Radio aids act as a mini loop system and may require the lecturer to wear an additional microphone to transmit directly to the student's receiver.
Some students may benefit from a combination of technologies, including both listening devices and computer-based software. Wireless assistive listening devices can be used in the classroom, and live remote captioning can be provided, with a transcript of the session usually available within 24 hours.
It is important to assess the needs of each deaf student individually and to implement accommodations based on their unique requirements. For example, some students may require Auslan interpreters, while others may prefer visual learning strategies.
In addition to these technologies, deaf students can also benefit from simple adjustments such as receiving written materials to supplement lectures, tutorials, and laboratory sessions, as well as having access to email communication and lecture notes in advance.
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Communication support
Some deaf students may benefit from listening devices, and universities can provide assistive listening devices for classrooms and large lecture theatres. Radio aids can be used in conjunction with hearing aids in large lectures, acting as a mini loop system. Universities can also provide access to specialists and one-on-one sessions.
Many deaf students may prefer visual learning strategies, and universities can accommodate this by providing written materials to supplement lectures, tutorials and laboratory sessions. Photocopies of lecture notes can be provided, and lecturers can be encouraged to provide reading lists well before the start of a course. Announcements and class times should be given in writing as well as verbally, and new vocabulary should be provided in advance.
To communicate effectively with deaf students, it is important to obtain their attention before speaking, and to ensure they are aware of the topic of discussion. It is recommended to speak slowly and clearly, maintaining eye contact, and to use open-ended questions to ensure understanding.
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Learning adjustments
The Americans with Disabilities Act (ADA) ensures that people with disabilities receive equal rights in all public areas, including colleges and universities. As a result, universities must provide deaf students with the resources to participate equally in all lessons and activities.
Deaf students may require accommodations and assistive devices to access education. Accommodations can range from preferential seating to wireless assistive listening devices in the classroom, sign language interpreters, and live remote captioning. Each learner with a hearing loss should be assessed individually, and accommodations should be implemented based on their unique needs.
To effectively communicate with a deaf student, it is important to obtain their attention before speaking. A tap on the shoulder, a wave, or another visual signal is usually effective. It is also crucial to clue the individual into the topic of discussion so they can follow the conversation. Speak slowly and clearly, and avoid yelling, exaggerating, or over-pronouncing words, as this can distort lip movements. Try to use short and simple sentences, and maintain eye contact with the student.
Lectures could be timetabled in lecture theatres with loop systems, or a portable loop set up; training DVDs could be subtitled or a script provided; and lecturers could provide their notes to students in advance so they do not have to lip-read and take notes simultaneously. Students should also be allowed to record lectures or be provided with copies of the lecture notes.
Universities should also provide access to specialists, one-on-one sessions, and peer support through on-campus communities, student groups, and organizations.
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