Academic Advising:Academic Advising:Working with Hard-of-Hearing and Working with Hard-of-Hearing and Deaf StudentsDeaf Students

Martha R. Smith, M.A.Oregon Health & Science University

Center on Self Determination

Cheryl D. Davis, Ph.D.WROCC Outreach Site at Western

Oregon University

6/30/02

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PEPNet Regional CentersPEPNet Regional Centers

http://www.pepnet.org

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Hard of Hearing & Deaf Hard of Hearing & Deaf Students on your RollStudents on your Roll

ASL ASL Will

they

Will they

understand

understand

me?me?

I Can’t

I Can’t Sign!Sign!

I want them I want them to feel to feel welcome and welcome and a part of a part of campus!!campus!!

OralOral

What if th

ey ask

What if th

ey ask

me a quest

ion?

me a quest

ion?

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Communication TipsCommunication TipsHard of Hearing ∙ Deaf ∙ Late-deafenedHard of Hearing ∙ Deaf ∙ Late-deafened

• Hard of Hearing– Speechreading– Amplification– No separate culture

• Deaf– Sign language– Deaf Culture

• Late-Deafened– Speechreading– Print– English sign systems– No separate culture

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Communication TipsCommunication Tips~The Eyes Have it!~~The Eyes Have it!~

• Get the person’s attention

• Maintain eye contact

• Be aware of speechreading realities

• Don’t yell

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Communication TipsCommunication TipsUse Your Personal ResourcesUse Your Personal Resources

ACT…• Use natural gestures• Pantomime• Be yourself!

WRITE…• Paper and pencil• Computer with large font• Getting the message across is more important than how

…but one thing at a time, please!

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Communication TipsCommunication TipsWhen to Use Other ResourcesWhen to Use Other Resources

If you are…• Advising• Counseling• Having in-depth discussions• Answering questions• Providing core curriculum

information• Meeting for more

than 5 minutes...

Use an Use an Interpreter…Interpreter…

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Communication TipsCommunication TipsWhen to Use Other ResourcesWhen to Use Other Resources

• Makes it easier to focus on content

• Reduce background noise

• Help reduce fatigue• Can be used with or

without hearing aids• Can be used with

cochlear implants

……or an or an Assistive Assistive Listening Listening

Device!Device!

9 IPED/NCES Report 1992-1993

There is a 79% attrition rate among students who are deaf or hard of hearing in two- and four-year colleges and

universities.

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Advising Issues:Advising Issues:Self-AccommodationSelf-Accommodation

• May not want teachers to know they have a hearing loss

• May ‘jump’ classes to find a professor they can understand

• Often have difficulty speechreading individuals with accents, fast speech, or moustaches

• May find lectures easier to follow than discussions

• Might not use disability services or know what assistance is available

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Advising Issues: Nuances of Advising Issues: Nuances of College Catalog LanguageCollege Catalog Language

• Terminology – Course prerequisites– Electives– Courses for majors– Pre-approval for non-majors

• Don’t rely on words alone• Set up a balanced schedule

– Be aware of adjustment issues

• Watch for misunderstandings– Beware the head nod!– Provide a written document of decisions/outcomes

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Advising Issues:Advising Issues:Surprise! 1 = 2Surprise! 1 = 2

• For every hour in class the student will spend about

two hours outside of class doing related work

• Deaf/HH students can’t just call up a friend or get together with a group to discuss class materials.

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Advising Issues:Advising Issues:Exploring InterestsExploring Interests

• Don’t assume the student is interested in:– Sign Language Interpreting– Deaf Education– Rehabilitation Counseling

• Do…– Explore interest areas– Help student match

skills and interest

• Don’t underestimate career options• Be cautious of standardized test results

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Advising Issues:Advising Issues:Hands-On ClassesHands-On Classes

• Students must watch the explanation and THEN do activity

• Consider scheduling breaks immediately after labs

• Avoid scheduling more than one lab class each term

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Advising Issues: Reading-Advising Issues: Reading-Intensive ClassesIntensive Classes

• ASL-English differences– ASL has no passive voice– 3D versus linear– Homonyms

• Balance course selection where possible…– Religion vs. philosophy – Contemporary vs. Renaissance writers– Novel vs. poetry

• Foreign language study is still an option!

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Advising Issues: Writing-Advising Issues: Writing-Intensive ClassesIntensive Classes

• Lack of “informal” writing practice.

• Formal writing (e.g., term papers, tests) may be bulk of writing experience.

• Avoid scheduling multiple writing-intensive classes in the same term.

• Introduce student to writing lab.

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Remember…Remember…

• Use interpreters/ALDs when needed

• Don’t assume student knows jargon

• Be aware of issues related to:– Hands-on classes/labs– Reading-intensive classes– Writing-intensive classes

• Explore student’s interests

• Help student adjust to college life

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Cheryl D. Davis, Ph.D. WROCC Outreach Site at

Western Oregon University

503-838-8642 (v/tty)

davisc@wou.edu

http://www.wou.edu/wrocc

Martha R. Smith, M.A.Martha R. Smith, M.A.Center on Self DeterminationCenter on Self Determination

Oregon Health & Science UniversityOregon Health & Science University

503-232-9154 x131503-232-9154 x131smitmart@ohsu.edu

http://www.healthsciencefaculty.org