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Disability awareness > Module 5 > Page 8

 

Creating an accessible curriculum

Including students who are deaf or hard of hearing

Despite the many advances in the education of students who are deaf over recent years, the educational standards of students who are deaf, particularly in numeracy and reading skills has remained well below the norm.

Research has consistently shown that the reading levels of 16 to 18 year old students who are deaf are only equivalent to those attained by hearing children within the 9-10 age group. (Quigley & Paul, 1984)

During the past decade, the lack of sign language interpreters in Ireland has seriously impacted on the full participation of students who are deaf in higher education.

Adequate access to the curriculum, and in turn to examination and assessment procedures, has been restricted by this lack of provision.

Before or early in the course

• because English is a second language for many students who are deaf, their English comprehension may not be at the same level as their peers. Providing reading lists or syllabi in advance will assist students in prioritising their work and organising any assistance they might need
• students who are profoundly deaf or have a serious hearing impediment will have great difficulty in understanding the spoken word. They will therefore require copies of lecture notes or the assistance of a note taker
• if a student is using an interpreter then it may be necessary to meet with both student and interpreter at the start of the course. It is important to develop systems for ensuring that the interpreter has access to lecture material in advance. You may also need to assist by explaining unfamiliar terminology, as interpreters may need to work with students in devising signs for new vocabulary or concepts.

Examination facilities

The provision of adequate communication channels for students who are deaf or hard of hearing is fundamental to ensuring equality of access to examination procedures. It should be the responsibility of supervisory staff in the examination centres to ensure that all announcements are properly interpreted for any deaf or hard of hearing students.

The giving of instructions by the invigilator during exams can be facilitated using the following procedures:

• The use of a sign language interpreter (if the student uses sign language).
• Facing the students and speaking clearly (if the student lip reads).
• Producing all examination instructions in writing.
• The use of FM hearing system or induction loops.

Alternative answering procedures

Examination in written format will present particular difficulties for students who are deaf or hard of hearing.

The granting of extra time to these students may be fundamental in bringing equality and fairness to examination procedures.

Students who are deaf or hard of hearing may require time extensions for examinations with significant reading demands – the amount of extra time allowed will depend on the individual's disability needs.

The provision of some of the following accommodations may also be required:

• Access to an interpreter who will translate the exam questions into sign language
• Provision of a dictionary and thesaurus
• Simplification of complex language in exam questions and access to the lecturer during exams to clarify comprehension of questions
• Completion of examinations through a personal computer with spelling and grammar checks, dictionaries and thesauruses
• Where necessary, allowing the student to present the examination answers through sign language or a scribe.

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