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Statistics

The National Association of the Deaf estimates that there are 28 million deaf and hard of hearing Americans (slightly more than one in every eleven). Hearing losses may range from mild, in which the person has difficulty understanding speech, to profound, in which the person is unable to understand speech.

Facts

There are several methods by which deaf/hard of hearing people communicate with others. These include, but are not limited to speechreading, speech, use of residual hearing, and/or sign language. Over half a million Deaf people use American Sign Language (ASL), making it the fourth most widely used language in United States. ASL is a visual-gestural language with a grammatical structure different from English. For many Deaf people, English is a second language while ASL is their first. Because of the difference in syntax between ASL and English, errors may be made in written English similar to those made by foreign students.

Even though a student wears a hearing aid, it does not necessarily mean he or she hears well. Hearing aids simply amplify sound. They cannot normalize a hearing loss. In some cases, hearing aids are used simply to make the deaf person aware of environmental noises such as alarms or sirens.

Speechreading skills vary from student to student. Because only 30% of all speech sounds are visible on the lips, considerable guesswork is often required.

The terms "deaf and dumb" and "deaf-mute" are considered derogatory and should not be used. Deaf people who choose not to use their own voices often do so because they feel their speech will not be understood.

Services

Because of the range of hearing losses and the different methods people with hearing loss use to communicate, a variety of services can be made available to them through DSS, including sign language and oral interpreters, real time captioning services, assistive listening devices, and notetaking assistance.

Interpreter role and ethics

The process of interpreting between deaf and hearing people involves competence in two languages, ASL and English. The interpreter must perceive and understand a message in one language and reformulate the meaning of that message into the language of the listener. In addition, the interpreter must have an understanding of the dynamics of human interaction to facilitate the communication process.

When an interpreter is employed, the deaf and hearing individuals enter into a bond of trust. They trust the interpreter will be:

• Discreet
• Accurate
• Impartial
• Confidential
• Competent

These are the essential components of the Code of Ethics established by the National Registry of Interpreters of the Deaf (RID), as the standard for all certified interpreters to follow.

Teaching Guidelines

Instructors are advised to take extra care to maintain effective communication with deaf and hard of hearing students, though instructors may sometimes feel awkward working with sign language interpreters or resorting to visual communication techniques (body language, gestures, and facial expressions).

Following are suggestions for improving the academic situation of students who are deaf or hard of hearing.

1. Introduce yourself to the interpreter. Arrange with the student and the interpreter for seating positions that are convenient for all concerned.

2. Help the deaf student arrange for notetaking assistance. It is the student's responsibility to arrange the method by which notes are reproduced.

3. Provide a copy of any syllabus or handouts you might distribute during class to the interpreter. This will help the interpreter develop an information base for interpreting the class.

4. During class, speak normally and directly to the student, not to the sign language interpreter.  Should the lecture or classroom discussion rate become too fast, the student or interpreter will let you know. Similarly, if the interpreter voices the feaf student's remarks in a unintelligible manner, please ask for clarification from the student.

 

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