听力的挑战

现在

  1. Make note of the student's behaviors or other circumstances in relation to 你的班级 that you believe are impacting/may impact the student's learning. THESE are the focus of your interactions with the student, NOT any disability. 例子——理解讲座的问题, 活动说明, or other communication in class; technology problems such as insufficient amplification for translation services or hearing aids; difficulty participating in small groups; incomplete/inaccurate note-taking; challenges with the English language (for some hearing impaired students, 美国手语是他们的第一语言, rather than English); challenges with pace of class because of time lag with translation service.
  2. Speak with the student in a confidential environment. 在安排会议时, 如果学生需要帮助沟通, ask the student if s/he will be bringing an interpreter. Remind the student that s/he can request an interpreter for the meeting through the 需求方办公室. If no interpreter is available but assistance communicating is needed, 安排一次会议, 无论是面对面还是在线, that is mediated through text-based communications such as chat, 讨论, 短信, 或者类似的方法. Or simply use paper and pencil to communicate in writing. As possible, allow extra meeting time to negotiate communication challenges during the meeting.
  3. 问学生 what challenges s/he is experiencing in the class and what strategies s/he has used successfully in the past, 并用这些来指导你的教学实践. Note: speak directly 致学生, not to a companion or interpreter if one is present. Recognize that the student will often need to break eye contact with you to follow the translation. 当口译员说出学生的回答时, 与学生保持眼神交流, 不是翻译.
  4. 如果相关, ask the student about his/her hearing aid, streamed interpretation service, or other equipment to help you determine if simple changes like a designated seat at the front can improve learning for the student.
  5. 也 讨论你的任何担忧 那学生还没有提过吗, based on your observations and your knowledge of your upcoming assignments and curriculum. Then strategize with the student how to address these. 你不妨参考一下 教学策略 创意页面.
  6. 如果学生有住宿计划 从 需求方, 复习和讨论 与学生的计划.
  7. 在适当的情况下, 也可参阅 说挑战 进一步协助页面.
  8. While you can't directly refer a student to the 需求方办公室 or inquire whether the student currently works with 需求方, 你可以推荐一系列的校园服务 致学生. Discuss student support services on campus including 在中科院辅导, CAS工作坊, 需求方办公室, 咨询, and other services as appropriate, and offer to refer the student as s/he wishes, using 早期预警.

下一个步骤

  1. URGENT: Check all your video materials for ACCURATE closed captions. 参见 字幕 webpage for additional assistance with checking for and/or obtaining 字幕.
  2. Train yourself to speak only when facing the students, NOT while facing the white board, projection screen, or other items on the walls of the room. Your voice will be more clear, and your lips will be visible for lip-readers.
  3. Train yourself to repeat students' questions before responding 对他们来说. The second repetition can clarify the question asked if the speaker has a soft voice, and the additional time allows a student dependent on interpreters or speech-to-text devices to keep pace.
  4. 检查讲台麦克风的功能 if 你的班级room has one, and use it if you and the student agree that this would be helpful. 如果您不熟悉如何操作, ask for assistance 从 a colleague or view the instructions for your building's smart classroom systems at Information Technology Support Services' 教室技术操作说明 学习页面. If the microphone seems to be functioning poorly, place a work order with 设施 for repair using the Online Work Order link on their webpage.
  5. 检查你说话的清晰度和音量 voice in the classroom by making a recording yourself or asking a colleague to sit in on 你的班级 and provide feedback. Be sure to place the recording device/colleague at several points around the room.
  6. 为整个类的交互建立策略 哪位同学举手了, 立场。, or otherwise visually signal that they are speaking so that hearing-impaired students can better track the communications in the classroom. Use pointing or gesturing to indicate who is to speak next.
  7. 向同事咨询策略 they have used successfully when dealing with similar challenges, but be careful to maintain the student's confidentiality.
  8. Check your instructional materials for ADA, 504, and 508 compliance 使用这个 检查表 and begin retrofitting your materials to meet these federal requirements.
  9. 联系需求方办公室请求任何资源 they may have available to support your working with a student with the challenges you are observing. They may have media or print materials specific to your concerns, or they may be able to refer you to a campus colleague who has had success working with similar students.
  10. 如果你有顾虑 关于你学生的安全, 你的班级, 和/或自己, 联系你的系主任, 你的院长或主任, or the Vice President for Student Services for guidance.

为未来的

To expand your knowledge base for working with students with disabilities:

  1. 检查 教学策略 具体策略页面.
  2. 探索 更多教师资源 page for links to additional guides, information, and materials to build your skills.
  3. 我的 残疾的意识 图书页面, 电影, 在线视频剪辑, and other materials to provide context to work effectively with these students.

 

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