1. Deafness 101 Denise Kavin and Kerri Holferty AHEAD/PEPNet2 conference
Indianapolis, IN
July 2016

2. Objectives and Outcomes
Develop an understanding of the diversity and life experiences of Deaf and Hard of Hearing (D/HH) people
Identify a a range of appropriate accommodations for students who are D/HH in a variety of settings
Identify essential elements into the decision making process for accommodations
Evaluate decisions for specific accommodations based on evidence and best practices
Identify how to secure effective accommodations and auxiliary services on your respective campuses/venue

3. Quiz Time! Individuals who are Deaf and Hard of Hearing …
Can all lipread
Can all sign
Can all talk
Are all mute
Can all benefit from hearing aids or cochlear implants
Can not drive
Can understand you if you just talk louder
Use the same sign language universally

4. Definitions Hard of Hearing Deaf Late-Deafened
Hearing is limited, but may be amplified for access to some everyday life experiences
Deaf
Sound has no meaning, or is not helpful, for everyday life experiences
Late-Deafened
Refers to those who became deaf as adults, after speech and language acquisition

5. Deafographics 10% of Americans have a significant hearing loss
Degree of loss
Type of loss
Sensorineural
Conductive
Onset of loss
Pre-lingual
Post-lingual

6. Listening Exercise
In this exercise, you will experience speech as some individuals who are hard of hearing might experience it.
The simulated situation will be a job interview.

7. People who are Deaf Cultural –vs- pathological models
Speech –vs- language
Languages used
ASL
English
Oral/ non-signing
Strong Deaf Culture
Rooted in language pride
Educational & life experiences
Political, sporting & social organizations

8. People who are Hard of Hearing
May prefer not to be identified with culturally D/HH people
Often do not know sign language
May not admit- or even realize- that they are hard of hearing
May have difficulty differentiating where sounds come from
While hearing aids amplify, they do not bring one to ‘perfect hearing’, as glasses bring one to 20/20 vision

9. Video: The Deaf Experience
You will view a video where several deaf individuals, now in the workforce, discuss their upbringings and various life experiences.

10. Communicating with a Deaf person (if you don’t know sign language)
Get the person’s attention
A wave, a tap on the shoulder, a nod
Always maintain eye contact
Speak slowly and clearly. Don’t over enunciate
Avoid standing in front of a window or a bright light source
If this doesn’t work….
Repeat once, then rephrase

11. More tips
Don’t assume that nodding means a yes, or that you are understood
Speechreading is not always effective
At best, only about 30% of words are visible on the lips
It is often educated guesswork
Talking loudly does not help
Use natural gestures, facial expressions and body language
If this doesn’t work…
Then try writing!

12. Writing: The tried and true method
Helpful for short-term communications
Getting the message across is more important than the medium
Note: Written English ability does not reflect intelligence

13. Speechreading Exercise
In this exercise, you will experience speechreading as some individuals who are deaf might experience.
Four times, you will be asked to write down what you think the speaker said.

14. Please return in 15 minutes
It’s time for a Break!
Please return in 15 minutes

15. Deaf People in Higher Education
Approximately 25,000 D/HH students enrolled in postsecondary education nationwide
Approx. 2,400 at NTID and Gallaudet
D/HH people attend college at nearly the same rate as hearing people, but graduate at a much lower rate
60% attain some postsecondary education, as compared to 68% of hearing people
24% graduate, as compared to 40% of hearing students
(DEAFTec/ NTID/RIT)

16. Federal Laws
Federal statues require postsecondary institutions to be accessible to individuals with disabilities who meet admission criteria
Section 504 of the Rehabilitation Act of 1973
The Americans with Disabilities Act of 1990

17. Section 504 of the Rehabilitation Act of 1973
“No otherwise qualified handicapped individual in the United States… shall solely by reason of his handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance.”

18. The Americans with Disabilities Act of 1973
Five titles
I- Employment
II & III- Accessibility
IV- Telecommunications
V- Miscellaneous provisions
“… to provide a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.”

19. Obtaining Access Services in Higher Education
Institutional Support
Philosophical, fiscal, personnel
Student Responsibilities
Self-identification & documentation of disability
Timely requests
Clear identification of preferred auxiliary aids
Responsible use of services

20. Institutional Obligations
Program accessibility & equal access
Reasonable & effective accommodations
Academic adjustments
Can not fundamentally alter nature or scope of program
Consideration of ‘undue burden’
Good faith efforts

21. The Office for Students with Disabilities…
Coordinates support services for students, faculty & staff
Advises & serves as a resource on related issues
May assist in 504/ADA compliance
Documents & stores disability verification
May provide academic & personal advising

22. Types of services provided to students who are D/HH
Extended test time
Interpreters
Notetakers
Assistive listening devices
Guide/Service dog guidelines
Realtime captioning
Captioning of media

23. Modifications to academic requirements
May not fundamentally change course requirements
Course substitutions

24. Non-legally mandated support services that may be provided
Academic & personal advising
Tutoring

25. In the Classroom: Interpreters
Interpreting is a complex process, mediating two languages & cultures
Interpreters…
Follow a Code of Professional Conduct
Have varying levels of skill, certification & training
Signer v interpreter
Are for everyone, not just the D/HH student

26. In the Classroom: Notetaking
A D/HH student can not watch the interpreter and take notes at the same time
Options
Paid
Stipend
Course waiver
Volunteer

27. In the Classroom: Realtime Captioning
Types
CART, C-Print, Typewell
May be beneficial for…
Late-deafened students
Those with English as a first/preferred language
High-level & technical courses
Large events, e.g. graduation
Captions appear on a monitor or laptop
Certification
Dictionary
Editing time

28. On Campus: Assistive Devices
Listening
FM system & loop
Hearing aids & cochlear implants are considered personal devices
Signal lights for fire alarms, doorbells, etc.
TV captioning
Telecommunications
Access to video relay services

29. Transition Issues Self-advocacy skills
Proper use of an interpreter (expectations can vary from K-12 to postsecondary)
Academic/ English issues

30. Resources

31. Questions or comments?

32. Contact information
Denise Kavin
Kerri Holferty