Student Success
Services for Students with Disabilities
Communicating with People who are Deaf,
Hard of Hearing, or Speech Impaired
People who are deaf, hard of hearing (HOH), or speech impaired rely on alternative methods of communication. As an employee of the College, you may have to interact with a student or co-worker who relies on a sign language interpreter or an Assistive Listening Device for meetings or classroom instruction, a TTY or Voice Relay System for telephone conversations, or e-mail as a primary tool for communication. MCCC is committed to accommodating students and staff with disabilities, which includes providing effective methods of communication as required by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
Information is provided here for faculty and staff who need to use alternative methods of communication and strategies to communicate effectively with students or employees:
Sign Language Interpreters
Assistive Listening Devices
Telephone Communication by TTY (Teletypewriters)
Telephone Communication by Voice Relay Service
E-Mail
A Word About Individuals with Speech Impairments
Sign Language Interpreters
When teaching or meeting with an individual who is deaf, it may be necessary to communicate with the assistance of a sign language interpreter. This is most likely to occur in the classroom or in a lengthy meeting. However, it is best to have an interpreter present whenever the individual feels it is necessary for effective communication. There are times, though, that effective communication can be accomplished without an interpreter. For example, some deaf or HOH individuals rely on lip-reading and/or hearing aids to communicate in one-to-one settings. Writing can be an effective communication tool when there is no interpreter available and the information is straightforward.
The College provides interpreters for deaf students enrolled in credit, noncredit, and Continuing Education courses. Interpreters are also provided for services and activities available to all students. The Central Campus Disability Services Center arranges interpreting services for both campuses, and can assist in arranging interpreting services for employees.
The interpreter’s job is to make communication possible between you and the deaf individual. The interpreter will sign all spoken communication in the class or meeting and will voice questions, responses, and comments that the deaf individual signs. It is not the interpreter’s job to remind the individual of dates or appointments, to take notes of the meeting or lecture, or to assume any of the deaf individual’s responsibilities. The interpreter has a neutral role in the communication process.
Most deaf individuals have at least basic fluency in American Sign Language (ASL). This visual form of communication has its own grammatical structures. It is not a word-for-word translation of English. Some deaf individuals use signed English, which is based on the syntax of English.
For more information on ASL, go to http://facstaff.gallaudet.edu/harry.markowicz/asl/index.html
Whatever form of sign language is used, communicating with the deaf is easy if you do the following.
Speak clearly and naturally. Although it is not necessary to speak excessively slow, be conscious of the pace of your speech. If it is too fast the interpreter may need to stop you to clarify a word.
Talk directly to the individual, not the interpreter. For instance, look directly at the individual and ask, “How may I help you?” rather than saying to the interpreter “Does she need any help?”
Do not avoid references to hearing. Statements such as “I heard you were sick” or “Did you hear about the changes in the schedule?” do not offend deaf individuals.
Allow the interpreter to stand or sit to one side of you, where the individual can maintain eye contact with you and the interpreter. In a group or a class, avoid isolating the deaf individual and the interpreter in the back of the room. Other individuals in the group will soon become accustomed to the interpreter’s presence and it should not be a distraction.
Some deaf individuals rely on lip-reading, especially in one-to-one communication. To facilitate lip-reading, accentuate body language and facial expressions. Do not speak with your back to the individual and do not stand in harsh, glaring light. Do not exaggerate or over-pronounce words; this distorts lip movements and makes lip reading more difficult. Be aware, however, that lip-reading is inexact and requires intuition and much guesswork.
To include a deaf individual in group discussions, indicate who is speaking and repeat and clarify questions and comments.
During question-and-answer sessions, allow time for deaf individuals to raise their hands and to ask questions through the interpreter.
In hands-on activities, allow extra time for deaf individuals to find items you are pointing out. They will need to get the instructions from the interpreter, locate the materials, and then turn back for the rest of the discussion.
Write down important instructions and vocabulary.
When showing films, check with the Audio-Visual Library (x6591) for films that are closed-captioned. Request monitors with closed-captioning capability or caption decoders for smart classrooms.
Expect the same behavior of deaf students or employees as you do of others. Do not tolerate absences, lateness, inattention, or substandard performance.
An excellent and brief online workshop, “Orientation to Serving College Students who are Deaf or Hard of Hearing” is available at www.pepnet.org
Assistive Listening Devices
Individuals who are hard of hearing (HOH) may use an Assistive Listening Device (ALD) in the classroom or a meeting. An ALD uses FM, Infra Red or other technology to enable a HOH individual to hear classroom instruction or a speaker in a large room or auditorium. The HOH individual wears a receiver and the speaker wears a small transmitter and lapel microphone. This technology is easy to use and can be very effective. The HOH individual will bring the equipment to class or a meeting and ask the teacher or speaker to wear the transmitter. This equipment is available on loan from the Central Campus Disability Services Center. More information is available at www.hohadvocates.org/assistive_listening_devices.htm
Telephone Communication by TTY (Teletypewriters)
Individuals who are deaf, hard of hearing, or who have speech impairments may use a TTY for telephone communication. A TTY is a piece of equipment, which has a small keyboard, a visual display, and acoustic cups that hold the telephone receiver. The person using the equipment types a message and the information is shown across the display. TTYs use a coupler or modem to convert electric TTY impulses into acoustic signals, which are then transmitted to a telephone receiver. The signals are sent to the receiver's TTY and are converted into text messages. In order for a person to use a TTY, the individual at the other end of the conversation must also have a TTY or must use the Voice Relay Service
This link, www.access-board.gov/publications/usingATTY/a2.html, from the US Access Board, explains how to use a TTY and the abbreviations that are commonly used to facilitate communication. The following abbreviations are most important: GA (Go Ahead) to indicate that the other person can respond to you; HD (Hold) if you need to stop typing for a minute; SK (Stop Keying) to indicate that the conversation is ended. Incoming TTY calls are announced by a high-pitched electronic beep.
Telephone Communication by Voice Relay System
If you do not have access to a TTY, you can still speak to an individual who is deaf or speech impaired on the telephone. The Voice Relay System allows a hearing person who does not have a TTY to call a TTY user. An operator will type what you are saying for the receiver to read on a TTY. This system is effective but requires an intermediary to transmit the messages between callers. This may not be the best mode of communication for very personal information, although high standards of confidentiality are maintained. However, it is an effective way to communicate basic information related to school or employment. There is no charge for this service.
To use the Pennsylvania Relay Service, dial 1-800-654-5988 (TTY users dial 1-800-654-5984). You will be cued to type in the phone number you are calling. A Communications Assistant (CA) will come on the line to type your messages and read the receiver’s responses from a TTY. The CA can also explain how to use the service.
Speak as if you are speaking directly to the TTY user. Be sure to say “Go Ahead” when you are finished speaking and want a reply. After you say good-bye, say “Signing Off” to end the conversation.
In addition to voice relay, Voice Carry Over allows individuals who are deaf or HOH to respond in their own voices after reading the messages on their TTYs. Do not be surprised to hear the person speak after the CA has typed your message.
E-mail is a very popular mode of communication for individuals who are deaf, HOH, or speech impaired. Some people prefer it to using the TTY or the Voice Relay Service. It may be the only way a student can communicate directly with a teacher without an interpreter. Although e-mail is convenient and effective, it can have some drawbacks. Some individuals who are deaf may not have fluent reading and writing skills. Their e-mail messages may be vague or difficult to interpret. They may misunderstand written information that uses complex sentence structures or unfamiliar vocabulary. If this is the case, modify your writing style or encourage a face-to-face meeting. Please note that these drawbacks are not true for all individuals who are deaf. Many people are fluent readers and writers and use e-mail effectively.
A Word About Individuals With Speech Impairments
Speech impairments, such as stuttering or poor articulation, can be accommodated in the classroom and the workplace. Usually a person who is speech impaired has developed coping mechanisms and strategies for communicating. Individuals with cerebral palsy or brain injuries may have severely impaired speech. However, with careful listening and practice, you will soon become familiar and more comfortable with the individual’s speech patterns. Do not assume that individuals with speech impairments have poor receptive language or are cognitively impaired. Most people who are speech impaired are as intellectually capable as others, but need more time to communicate their thoughts. Effective communication will require the teacher or the employer to be patient, show respect, and practice active listening.
Speak directly to the individual, as you would with any one else.
Monitor your understanding by repeating what the individual has said: “So what you’re saying is….”. This comprehension check will avoid misunderstanding.
Avoid finishing the individuals’ sentences or telling them to take their time or to relax.
Ask the individual to repeat what was said when you do not understand. People with speech impairments are accustomed to this and prefer this response rather than the listener pretending to understand.
To obtain information quickly, ask short questions that require brief answers.
Students with speech impairments should be included in all classroom activities as much as possible. Accommodations include not calling on individuals until they raise their hands and encouraging the use of handouts or PowerPoint technology for class presentations. The individual may want you to introduce the presentation to the class by explaining the accommodation. Consult with the individual at the beginning of the course to decide the best way to meet the course requirements. Feel free to contact the Director of Services for Students with Disabilities if accommodations are difficult to implement.
For more information or assistance, contact
Saul Finkle
Director of Services for
Students with Disabilities
Central Campus Disability Services Center
215-641-6575/6574 Voice
215-619-7415 TTY
sfinkle@mc3.edu
