Deaf people use a range of communication methods that may involve speech, sign language, lipreading and the use of residual hearing.
As part of the preparation for a meeting, it is vital to know the preferred method of communication so that it can be accommodated. Arrangements may have to be made to make available one or more of the following:
• Radio hearing aid
• Portable induction loop
• Lip speaker
• Sign language interpreter
Time may be required before the meeting begins for the student and Language Service Professional to familiarise themselves if they have never worked together before.
If the deaf student is using an interpreter, remember to speak to the students and not the interpreter and never engage the interpreter in conversation when they are communicating for an individual. Pace the delivery of information to allow brief breaks for student/interpreter to catch up. It is helpful for a deaf student and interpreter if information and new terminology is sent out in advance so that they have time to read and understand it prior to attending the meeting.
Hints and tips for dealing with meeting or indeed classroom situations that include deaf or hard of hearing students are:
• Keep background noise to minimum
• Keep facing the student when speaking
• Do not sit/stand with back to the light, as this can cast the face in shadow
• Do not cover the mouth when speaking
• Allow the interpreter to be strategically placed for the individual to see them
• Use plain English and speak at normal speed
• Recap at the end of a topic
• Give clear instructions on any particular areas of reading/research
• Repeat questions asked by others in the meeting
• Rephrase if necessary
• Ensure only one person speaks at a time if multiple people are present
• Gain the individual’s attention before speaking
• Have regular breaks throughout the session as it is very tiring interpreting and requires a lot of concentration.
• Lipreading is very tiring and there should be an “evebreak” every 20 – 30 minutes
If the student asks to record the session, ask them to fill in a form to indicate they will only use it for their private research and will delete it afterwards
(adapted from An audit and guidance tool for accessible practice within the framework of teaching the learning, SWANDS, 1992 – 2002).
For further information to help support students with a hearing impairment. There is information on the deaf social scene in Bristol is on the University of Bristol website
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