Additional Support and
Disability Advice Centre
GUIDELINES FOR UNIT COORDINATORS
HEARING IMPAIRMENT
1
INTRODUCTION
These notes are intended as a basic guide to the difficulties likely to be experienced by students with a
hearing impairment and to the possible ways in which tutors and lecturers can help to minimise the
impact of such difficulties on their studies.
The specific needs of individual students are set out in the ‘Jupiter Disability Reports 0330’ report that
administrative staff can access on Jupiter. Academic staff can access a similar unit-based report on
Discover (Report 1157).
Personal tutors should make their own arrangements to discuss, monitor and review the student’s
learning support needs in confidence. If these differ or change from those indicated in the reports,
please refer the student back to ASDAC.
2
CENTRAL SUPPORT
2.1 Provided the severity of the hearing impairment is such that it will have an impact on their ability to
study, UK students will be eligible for the Disabled Students’ Allowance (DSA). This will fund a full
and specific needs assessment and, depending upon the severity of the impairment, this is likely
to recommend a range of personal equipment and support that can include:
 note takers for lectures and, if appropriate, seminars and other formal contact
 British Sign Language (BSL) interpreters, lip speakers, communication assistants (e.g. Sign
Supported English).
 video recording of lectures (in cases of profound deafness where focus on the interpreter and
note taking leaves little or no opportunity to observe the lecturer)
 examination concessions that can include time allowances and the provision of all verbal
instructions in written form
 specialist training in the use of any assistive technology provided
 study skills and language training (particularly where British Sign language is the first
language)
 portable induction loop systems incorporating personal and conference microphones for
lecturer and group sessions and/or radio aids
 digital voice recorders
2.2 These services can also be made available for overseas or European students not in receipt of
DSA support (who may be required to make financial contribution towards the cost of some
aspects of this provision).
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2.3 Induction loops are now available in a representative proportion of lecture and seminar rooms and
timetabling adjustments made accordingly.
2.4 No general allowances in marking or extensions of coursework deadlines are made with the one
exception noted in 4.6.b below.
3
DIFFICULTIES
3.1 The extent of the difficulty depends on the cause and level of hearing impairment and the degree
to which the effects can be moderated or assisted by human or technological support.
3.2 At the extreme, profound deafness represents a particularly significant barrier to accessing HE
with few of the assistive technologies contributing towards a completely independent learner
solution. In many cases the emphasis is necessarily upon human personal support such as BSL
interpreters, which introduces a level of inflexibility and complexity in making and maintaining
reliable support arrangements.
3.3 An individual’s ability to hear adequately may vary considerably in relation to the sort of the
acoustic environment they are in, the prevailing levels of ambient noise, their state of health, their
ability to concentrate and their motivation. People affected by tinnitus (the perception of distracting
noises in the head or ears) often experience this at varying levels of frequency and intensity, so it
would be wrong to assume that hearing difficulties will also be consistent.
3.4 Whether the impairment is acquired or congenital will also have emotional implications for the
individual concerned with, for example, a reluctance to wear aids and seek necessary support is
not uncommon in people who have only recently developed hearing difficulties.
3.5 Differing degrees of all or some of the following difficulties are likely:
a)
Inability to hear lecturer, other students, DVD or audio recordings.
b)
Tendency to miss asides or informal interactions and only to access material specifically
directed at them. This can lead to a related tendency towards a simplistic black/white
perspective on complex or unfamiliar issues.
c)
Inability to hear instructions or safety warnings (including fire alarm).
d)
Tendency towards disorientation and uncertainty in the early induction period.
(Although this is an experience shared with most students it can be exacerbated through
missing key elements of spoken information (or indeed through believing that they have
missed some). Additionally, many profoundly deaf students can come from a relatively
sheltered educational school environment and can find adjustment in the early days
particularly demanding.)
e)
Tendency to be always one step behind due to complexity of trying to understanding a
combination of lip-reading and partially heard fragments by filling in gaps through
interpolation, context and informed guesswork
f)
Problems of communication with lecturers or fellow students. This can lead to inadvertent
exclusion from community or group activities/exercises.
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g)
Use of the hearing aid to access induction loops means shutting out sounds other than those
spoken into the microphone (such as contributions of fellow students).
h)
Possibility of becoming socially isolated within the student group, perhaps leading to feelings
of loneliness.
3.6 Potential reading and writing problems particularly if pre-lingually deaf and/or where BSL (not
spoken English) is the first language.
4
a)
May have limited skills of literacy (“the ability to make and communicate meaning from and by
the use of socially contextual symbols”).
b)
May interpret language very literally (e.g. in essay questions, written instructions, transcribed
notes).
4 TEACHING AND LEARNING SUPPORT
4.1 General
a)
Be prepared to meet the student before the course starts to discuss needs.
b)
Facilitate use of technology – welcome digital recorders, be prepared to wear a radio
microphone.
c)
Written course information/instructions/essay and exam questions should be expressed in
clear, straightforward language.
d)
Be aware of particular pressures on coping generally, particularly during induction and initial
teaching weeks.
e)
Pay particular attention to inclusion in group or seminar sessions.
f)
Do not be embarrassed if student has not heard and seeks repetition. Deaf persons will
normally prefer you to repeat what you have just said verbatim, but if explaining in a different
way try to avoid patronisation by over-simplification.
g)
Try to ensure that background noise is kept to a minimum (chairs scraping, chatter, etc.).
h)
Repeat contributions/questions from other students; indicate when different people are
speaking in group and seminar sessions.
i)
Ask students to ensure that only one person speaks at a time. Be prepared to remind them
about this when necessary.
j)
Check you have the student’s attention and clearly indicate when you are changing topic.
k)
Use subtitled DVDs or provide transcriptions if not available.
4.2 Lip reading
a)
Always face the class as you speak and stop talking if you have to turn to the board or
screen.
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b)
Make sure the student is seated in a position where best able to follow the lecture and be
aware of that position.
c)
Avoid gratuitous or distracting movement (e.g. pacing, wandering around, excessive hand
gestures).
d)
Avoid standing in front of a light source (being silhouetted) and make sure face remains well
lit (particularly when lights are dimmed).
e)
Speak clearly, do not over-enunciate, maintain natural lip movements and gestures; do not
cover your mouth (hand, pen…).
f)
When talking directly to the student maintain eye contact and natural facial expressions.
Generally retain normal pace of speech although if naturally fast, moderate.
4.3 Relevant aspects of normal good teaching practice
a)
Introduce material in a structured way. Give an outline at the beginning of coverage and aims.
(This will help a note-taker to structure notes effectively). Provide a written summary in
advance if possible.
b)
Summarise regularly and check understanding before moving on. Explain in a different way if
something is not understood.
c)
Speak in short, clear statements. Use unambiguous language and avoid jargon, abstract
terms and complex structures. Explain new concepts and terms carefully.
d)
Provide subject word lists, glossaries of terms and acronyms.
e)
Provide lecture notes and overheads in advance, preferably in electronic form.
f)
Present new vocabulary in written form.
g)
Reinforce spoken information with visual materials, written notes and concrete examples.
4.4 Microphone systems and loop systems
a)
When using loop systems remember that the student will not hear anything not spoken
directly into the microphone, so avoid moving away from fixed or podium microphones
wherever possible.
b)
When using neck microphones or conference microphone systems ensure that you know how
to use them and check that reception is satisfactory with the student.
c)
Remember to switch off neck microphones when you do not wish to be overheard by the
student. They have a good range and will transmit from other areas such as staff rooms and
toilets.
4.5 Working with interpreters/communicators
a)
In BSL interpreting it is the meaning of the message that is interpreted, not each individual
word. It is consequently impossible for an interpreter to deal with information they do not fully
understand. Advance transcripts will enable interpreters to grasp the overall message and if
jargon or technical terms are unavoidable, these should also be defined in advance.
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b)
The interpreter should always be placed in a good light, normally beside the main speaker
unless the deaf person requests otherwise. They should not be placed in front of a window or
with light coming from behind.
c)
When using PowerPoint, OHPs, flip charts or other visual materials allow a slight pause after
you have finished speaking before moving on, as the deaf person’s attention will remain on
the interpreter/communicator until they have completed their translation.
d)
Speak at a good clear pace at all times to ensure that the communicator can relay the
information effectively.
e)
In interactive sessions always try to ensure that only one person speaks at a time, as only
one message can be interpreted at a time.
f)
If the interpreter interrupts to ask for clarification this will normally be through lack of
understanding, so try to simplify the piece of discourse for them. They may also interrupt if
they cannot keep up with you.
g)
When beginning a conversation with a deaf person, allow the communicator time to position
themselves appropriately. Always speak directly to the deaf person and when asking a
question remember that the communicator will be working a few seconds behind so there will
be a delay in the response. Try not to interrupt a conversation between a deaf person and
their communicator unless it is absolutely necessary.
4.6 Assessments
a)
Ensure that any agreed adjustments to assessment materials and processes are known in
advance and not only applied to formal examinations but to all in-class assessments and/or
coursework assignments.
b)
When BSL is the first language, written English may be grammatically incorrect, reflecting the
differences in syntax (for example, the most important word comes first in BSL - a dress red).
This is one of the exceptional occasions when allowances should be made when marking to
avoid discrimination, so mark for content rather than accuracy/order of language.
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