Frequently Asked Questions (FAQs) Regarding Disability Accommodations for Students who are Deaf/Hard of Hearing - Faculty/Staff
Q: How will I know how to communicate with a deaf/hard of hearing student?
A: The deaf student will let you know his/her preferred method of communication, whether it is speaking, reading lips, gesturing, signing, writing, etc. Not all deaf/hard of hearing students know or use sign language. Do not assume the deaf/hard of hearing student prefers to use an interpreter when communicating.
Q: Can all deaf/hard of hearing people read lips and/or talk?
Q: How do I talk to a deaf/hard of hearing student when there is an interpreter present?
A: The role of an interpreter is to facilitate communication between the deaf student and the non-signers. The interpreter will speak in first person as the deaf student. Please look directly at the student and face him/her when communicating or teaching. Again, speak directly to the deaf student. Also, an interpreter cannot relay a message from you to the deaf student that has missed a class.
Q: Why does the deaf/hard of hearing student look at the interpreter instead of me when I am speaking to him/her?
A: The deaf student cannot hear you or read your lips. The student receives his/her information visually from the interpreter, not auditory like the hearing students.
Q: What kind of accommodations should I expect to see if a deaf/hard of hearing student takes my class?
A: Accommodations may include one or more of the following:
- A request for all media materials (in class or on-line) be captioned,
- A Roger Pen (wire-less microphone),
- An interpreter or two,
- A class note taker (student volunteer),
- An in-class or remote CART provider (a certified CART provider listens to speech and instantaneously translates all the speech to text which is displayed on the deaf student’s laptop).
Q: Why can’t the deaf/hard of hearing student, who has an interpreter, watch a video I show (short or long) without captioning?
A: It is difficult for a student to watch an interpreter and a video at the same time. Therefore, a majority of the information could be lost in translation. Sometimes a deaf/hard of hearing student may want to try and watch both the interpreter and video with captions.
Q: How do I contact the deaf/hard of hearing student outside of the classroom about assignments or additional questions/concerns?
A: The easiest form would include email or text messaging. However, it is possible to call a student if you know his/her phone number with the help of a video relay service (videophone) that employs interpreters to assist with the communication process.
Q: Why do some of my deaf/hard of hearing students have problems with English grammar?
A: For most deaf individuals, American Sign Language (ASL) is their most preferred language. ASL is a native language with its own grammar, syntax and rules. Some deaf students try to write English using ASL. Therefore, written communication may look like “broken English”.
Q: Do all deaf people have deaf parents?
A: No, it is estimated that 10% of deaf persons come from deaf families, the other 90% are born into hearing families. Most often, for most of these hearing families, this will be their first introduction to deafness.
Q: I still have more questions. Who should I contact?
A: If you have additional questions about working with deaf/hard of hearing students, the use of interpreters or auxiliary aids, please contact Jeanette Buttram, Interpreter Coordinator, Disability Services and Diversity Office, at email@example.com or 405-945-3388. For questions about captioning requirements, please contact Calista Choate, Interpreter/Disability Services Advisor, Disability Services and Diversity Office, at firstname.lastname@example.org or 405-945-8624.