DISABILITY SERVICES
Recommendations from the National Institute for the Deaf at the Rochester Institute of Technology
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Working with Deaf and Hard of Hearing Students
- Prepare ahead of time. Learn as much prior to class about support services for students. Find out what is available on campus. Make contact with those in charge of providing services.
- Be aware of your actions. Your actions and attitudes toward students with disabilities will be observed by all students in class. You have an opportunity to create an atmosphere of classroom support by being understanding.
- Get to class early. Going early on the first day allows you time to deal with any support services issues before students arrive.
- Be tolerant. Scheduling glitches may prevent deaf students and interpreters from arriving on time the first day. Take this in stride and be positive. If you have concerns about tardiness, save them until class is over. Then make your position known by speaking privately to the people involved.
- Be visible and keep a clear line of sight. Hard of hearing students without an interpreter will need to see the professor clearly. Deaf students must have a line of sight to interpreters. Be prepared to discuss appropriate seating areas with students and interpreters.
- Review the note-taker's work. If a note-taker is being used, request a copy of his notes after class. Look at them and give any necessary feedback to the note-taker.
- Discuss how it went. Get comments from the students and note-takers by talking to them after class. Ask for suggestions on how to improve communication in the classroom. Tell them of any concerns you may have.
- Be patient and flexible. The first day of class can be trying for everyone, not just students with disabilities. It may take several classes to resolve any problems.
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