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Supporting deaf students from the curriculum to the classroom

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This presentation covers the ideas and practice I developed to support deaf students and their learning whilst teaching two deaf students in Design for Digital Media and Applied Photography. As the title suggests different subject areas will require different solutions but many aspects will help any lecturer develop they own inclusive practice for support students wit hearing impairment. From 2006/2008.

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Supporting deaf students from the curriculum to the classroom

  1. 1. Overcoming challenges to learning Supporting deaf students from the curriculum to the classroom David Bryson Teaching Fellow CPD Faculty of Arts, Design and Technology
  2. 2. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  3. 3. Overcoming challenges to learning Curriculum to classroom • It is not redesigning the curriculum but being aware of the challenges the curriculum creates for students especially in terms of accessibility to all. • This presentation is looking at the implications for deaf students but some issues have wider implications.
  4. 4. Overcoming challenges to learning Subject domain • What is different about your subject area that could be problematic? • This is not looking for areas that should be omitted but thinking about how you might need to cover this them differently • Alternative ways of covering the same materials, different modes of assessment
  5. 5. Overcoming challenges to learning Curriculum design • A large part of curriculum design is developing what in Web Design or Graphics terms is called “Universal Design” that is taking into account from the outset all the possible needs of the end-users (students) who may want to study your programme.
  6. 6. Overcoming challenges to learning Teaching learning and assessment strategy • Ways of teaching have a great impact on students not just deaf students • There is a need to reflect on the best way to teach any subject and what may work for one student will not necessarily be best for them all. • Generally meeting your students needs by providing accessible learning opportunities works best for all and doesn't create barriers to learning.
  7. 7. Overcoming challenges to learning It takes extra time • An issue on reflection is that working with and supporting a deaf student does take more work for a module • It is work that in some cases benefits other students but do need to be aware of this issue.
  8. 8. Overcoming challenges to learning Feedback: Group working What difficulties do deaf students face working in groups? • Might feel alienated by peers • Extra provision might not help • Attitudes and awareness of peers • Provide support, assumption all students work well in groups - training • Not just for deaf student • Avoid due to lack of knowledge
  9. 9. Overcoming challenges to learning Feedback: Impact of a signer What could be the impact of a signer and deaf student on a session for other students? • Signing is fascinating to watch • A distraction • Awareness of lecturer in how work • Negotiation / lecture responsibility to work together • Picking up cues difficult
  10. 10. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  11. 11. Overcoming challenges to learning Room organisation • The learning environment can make a significant difference to the challenges facing a deaf student. • The challenges are very much your challenges rather than the student's or signer's to make the right adaptations. • The next series of slides illustrates some aspects that have occurred in my teaching over the past two years.
  12. 12. Overcoming challenges to learning
  13. 13. Overcoming challenges to learning Need to be aware interpreter can’t see what you may be writing or showing on screen.
  14. 14. Overcoming challenges to learning Changing position of your laptop will help but can end up if you having to sit to use computer or you will block the screen. Easiest if DP ceiling mounted.
  15. 15. Overcoming challenges to learning In the round is more difficult as you may not see signer easily or the student read your lips when you are facing other students.
  16. 16. Overcoming challenges to learning Adding a signer to a group can complicate things students need to be aware that they need to allow time after they have talked for deaf student to have taken in signs so they may be slower in joining in.
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  18. 18. Overcoming challenges to learning Computer support or training • If the student is concentrating on the screen then they cannot see you speak. • You need to follow a sequence agreed with the student. – Say what you are going to do – Demonstrate it while they watch – Ask for feedback from the student
  19. 19. Overcoming challenges to learning In a darkroom • When trying to teach in a darkroom working with safelights there might not be enough light for the student to see the signer or your lips to lip read. • This is equally true if lights are dimmed for a dataprojector. So you may need to provide a light for the signer's hands. • Don't forget if using a DVD to use the English subtitles.
  20. 20. Overcoming challenges to learning In a darkroom • When trying to teach in a darkroom working with safelights there might not be enough light for the student to see the signer or your lips to lip read. • This is equally true if lights are dimmed for a dataprojector. So you may need to provide a light for the signer's hands. • Don't forget if using a DVD to use the English subtitles.
  21. 21. Overcoming challenges to learning Demonstrations • If you have a group of students looking at you demonstrating make sure you repeat at least once so deaf student can see what you have said then watched you demonstrate. • Do need to make sure the student can see their signer when there is a gaggle of students.
  22. 22. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  23. 23. Overcoming challenges to learning Ways of working • Signers need breaks - don’t imagine you can drive on through a long lecture when someone is signing. • The guides to good practice have very good ideas and ways of working with deaf students and signers. • Important not just you and deaf student (and his hearing dog)!
  24. 24. Overcoming challenges to learning You and the Deaf Support Unit • Need to make sure Deaf support unit knows what you are doing so they can organise a signer as well as student. • A module handbook for the signer and deaf support unit will help them to know when you need support. • You may or may not get the same signer each week so it is best to make sure you are prepared with materials a new one may need each week.
  25. 25. Overcoming challenges to learning Learning support materials • In sessions it is important to have a handout for signer so can read and have an overview of what you are going to do. • Need 5 - 10 mins to read preferably available before session. • This should include a lesson plan if involving more than a lecture e.g. Group work. • Deaf students do like to use VLEs and do access online materials, often the first to sign up or access. • It is important to work with and support your signers to do their job.
  26. 26. Overcoming challenges to learning Learning support materials • Deaf student has to see what you have on screen and read signs at same time! • Deaf students do use tools like Udo, BlackBoard, moodle or other VLEs and do access online support materials, often first to sign up. • May have two extra people with deaf student signer but also note taker, again more copies of handouts.
  27. 27. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  28. 28. Overcoming challenges to learning Online glossaries • Online glossaries have been created by signers and deaf students to create a uniform range of signs to enhance communication of concepts in education. • Links at end to science, engineering, built environment and art signs sites • New one pointed out to me recently http://www.slcresources4ict.net/ for ICT
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  31. 31. Overcoming challenges to learning QuickTime™ and a Sorenson Video 3 decompressor are needed to see this picture. Learning style
  32. 32. Overcoming challenges to learning
  33. 33. Overcoming challenges to learning Anatomy QuickTime™ and a Sorenson Video 3 decompressor are needed to see this picture.
  34. 34. Overcoming challenges to learning Online glossaries www.slcresources4ict.net/ www.sciencesigns.ac.uk www.engineeringsigns.ac.uk www.builtenvsigns.ac.uk www.artsigns.ac.uk
  35. 35. Overcoming challenges to learning Preparation • If lectures are online beforehand students and signer can meet to look at and agree what signs mean for words that are going to be used in the lecture. • Students and signers do use these sites so the more help in advance with vocabulary through lecture notes or terminology materials the better.
  36. 36. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  37. 37. Overcoming challenges to learning Keep it simple • The signer has to listen to your sentence before signing it as the grammatical construction is different. • So you should keep you sentences short • Make sure you leave them enough time for them to able finish signing otherwise they are listening to you and signing your last sentence.
  38. 38. Overcoming challenges to learning Keeping language simple • Some words may have to be spelt out by the signer. • See how long it takes you to understand a word spelt out letter by letter! • Sometimes need to be aware of signer out of the corner of your eye and avoid talking too fast. • Try to pause and think about what you are saying and how you say it.
  39. 39. Overcoming challenges to learning Reusing learning materials • Ask your self are they inclusive will the language work or is the sentence or paragraph structure too complex for you to use without changing? • This should be done before start lecture otherwise you will be trying to shorten sentences as you read or go through slides. • This is not easy, also it may confuse students as they read something different on screen.
  40. 40. Overcoming challenges to learning Avoid complex language • The deaf support unit found this useful link and passed it on to me. (A subtle hint?) • Simplify relative clause sentences http://www.rit.edu/~seawww/relativeclau sepages/rcsimplifying.html • Supporting English Acquisition http://www.rit.edu/~seawww/
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  42. 42. Overcoming challenges to learning Relative clauses • A strength of digital photography is the degree of control it gives photographers. • Possible simplification: Digital photography gives photographers a lot of control. This control is a strength of digital photography.
  43. 43. Overcoming challenges to learning Key to making sessions inclusive • Work out the best way to support the end-user i.e. student. • It is not your lecture it is their lecture. • Plan and prepare in advance. • Make sure you, the deaf student, interpreter and note taker work together. • This is your role not theirs.
  44. 44. Overcoming challenges to learning Supporting deaf students • Curriculum to classroom • In the classroom • Working with a signer • Online Glossaries • Keeping language simple • Weblinks
  45. 45. Overcoming challenges to learning Supporting materials for lecturers www.wlv.ac.uk/teachingdeafstudents There is a guide to good practice for art, design and communication and science and engineering
  46. 46. Overcoming challenges to learning www.techdis.ac.uk/watchwords
  47. 47. Overcoming challenges to learning Web links www.deafandcreative.ac.uk www.rnid.org.uk www.sciencesigns.ac.uk www.engineeringsigns.ac.uk www.builtenvsigns.ac.uk www.artsigns.ac.uk www.slcresources4ict.net
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  49. 49. Overcoming challenges to learning Support and advisory service • Information for staff http://www2.derby.ac.uk/student- services/dis1_staff.htm • Support and Advisory Service http://www2.derby.ac.uk/student-services/
  50. 50. Overcoming challenges to learning Acknowledgements • With thanks to two deaf students, Lianne Murphy and Anthony Martin, and to all the signers who have worked with us. • Also the staff in the Deaf Support Unit, especially Chéron Stevenson.
  51. 51. Overcoming challenges to learning David Bryson D.Bryson@derby.ac.uk Personal website http://www.cladonia.co.uk

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