Theory Review

Environment and Context in Learning: Making Education Accessible for Adults with Hearing Loss

Left comments for Tikila W. And Chris J.

Lisa Melby – EDAC 635

Introduction

Upon reviewing the class’s text’s, Making Sense of Adult Learning (Mackeracher, 2004), theories, it was a difficult task to hone in on only a few stand outs that I deemed as important to facilitators.  Besides the obvious strategies discussed in chapter eleven which focused solely on facilitators, I decided to take somewhat of a different route.  The theory of Environment and Context in Learning will not be thoroughly discussed in this paper; however, a sub-topic of this theory will.  For the sake of providing my class with some new (perhaps) and relevant information related to this theory, I chose to focus on what a facilitator needs to know when working with deaf and hard of hearing adults – more specifically, tendencies, classroom etiquette (for the facilitator), and helpful resources. 

Tendencies

First and foremost, I would like to clear up a few misconceptions from the aforementioned text before I continue with my paper: 

·      The term “hearing-impaired” is no longer accepted by adults who are culturally deaf. They prefer to be called deaf or hard of hearing (DHH).  They are not impaired.  Deaf (and HH) people can do anything that hearing people can do, except hear (Jordan, n.d.)

·      When a facilitator or hearing student interacts with a deaf student, most likely the interaction will not be taxing.

·      Adults can learn despite a hearing loss; their hearing does not need to be “in the best condition possible” in order to be successful in learning (Mackeracher, 2015).  This statement borders on discriminatory.

It is estimated that there are upwards of 414,000 deaf and hard of hearing college students in the United States (Watson, Schroedel, Kolvitz, DeCaro, & Kavin, 2007).  A significant amount of DHH undergraduates attend one of two colleges in the U.S. – National Technical Institute for the Deaf in Rochester, NY or Gallaudet University in Washington D.C.  These two institutions pride themselves on providing programs geared specifically to the learning styles and communication needs of deaf and hard of hearing students.  But what about the other institutions for higher learning across America that house DHH students?  How do they provide access to their DHH students?  How familiar is the faculty with issues of hearing loss and how the issues affect DHH students? 

Deaf learners bring into the classroom a unique set of features.  The K-12 school setting in which they came from can have a profound effect on the DHH student’s ability to adjust socially into life beyond high school.  Were they able to fit in?  Did they adjust well socially?  This critical component in human development affects the potentiality of postsecondary success.

Having success in developing relationships affects the persistence and motivation level while in school as well.  “The connection between social satisfaction and persistence in college has been well documented” (Kersting, 1997).  Try as they may, many DHH students find it difficult to fit into a hearing campus.  The work of Foster, Long, & Snell (as cited in Lang H.G., 2002) showed that “research conducted with baccalaureate-level students…has shown that deaf students do not feel as much a part of the ‘university family’ as do their hearing peers”.  Communication barriers can be attributed to this fact.  Facilitators need to be cognizant of the fact that DHH students often rely on a third party to communicate.  This is in the form of a sign language interpreter.  “In effect there is little communication between teachers and deaf students” (2002). 

Classroom Etiquette

The question of how can facilitators best serve their DHH students is clear.  As per research completed by Julie A. Smith, Ph. D., of Western Oregon University (2016), there are several recommendations offered by deaf and hard of hearing students for facilitators.  I will highlight what I feel are the most crucial:

·      Make eye contact with deaf students.  Look directly at them when communicating; don’t look at the interpreter.

·      Provide students with PowerPoint outlines of class lectures.

·      Slow down the pace of the lecture; request that all students raise their hands or stand up to help deaf students identify who is talking; watch the interpreter and wait until they have finished signing a question before looking for answers from students in the class. 

·      Caption all videos (this includes online lectures as well).

·      Be [very] open to using email to communicate.

·      Be willing to attend training sessions provided by the special services department of your institution.

·      Introduce yourself to the interpreter in the room and provide him/her with notes/handouts which will improve the fluidity of the interpretation of the class; also, please do not walk or stand in front of the interpreter if at all possible.

·      Understand that every deaf and hard of hearing student is unique.

Sign language interpreters are commonplace in college and vocational settings who house DHH students.  The more knowledgeable the interpreter is with the subject, the better scores the student will receive (Lang H. G., 2002).  If the interpreter cannot keep up with the pace of the class, much information will be lost.  This may also be a reason that DHH students do not participate with discussions in class.  Other auxiliary aids that are used frequently are CART services (Communication Access Real-time Transcription), c-print, voice-to-print or other hearing students willing to become note takers. 

The responsibility to seek out special services belongs to the DHH student once in college; however, it the responsibility of the institution to provide them with their preferred auxiliary aids.  ‘State and local colleges and other postsecondary institutions have obligations under federal law to provide effective communication services to their students with disabilities’ (NAD, 2002).  These laws are the Rehabilitation Act of 1973 – Section 504, Title II of the Americans with Disabilities Act (ADA), and also Title III of the ADA.  It is important for facilitators to realize that while it is necessary for DHH students to have auxiliary aids, they are frequently stigmatized as being “different”; try not to emphasize this during class.

Other points facilitators should keep in mind for all students with hearing loss are sound quality and light and visual quality.  Dorothy Mackeracher (2015) has learned that “poor sound quality has a devastating effect on the social interactions that are essential to good learning” (pp. 188-189).  Moreover, if interpreters cannot hear the lecture or a student’s comment(s), much information can be lost which can clearly have negative outcomes.  A prime example would be in discussion/small groups - a preferred tool of facilitators.  If the interpreter cannot hear the hearing students, then the DHH student misses out on prime opportunities for social and academic interactions; “the exchange of ideas is limited” (Long, Vignare, Rappold, & Mallory, 2007).  According to Jacobs (as cited in Lang H. G., 2002), “The fact that deaf students do not receive as much information from classroom lectures as their hearing peers has been recognized for many years”. 

Macheracher also suggests that facilitators should check out the lighting at different times of the day to make sure that it is conducive to learning.  Another point to remember is if the lights are too dim, the DHH student who uses an interpreter will not be able to see them sign clearly.  While a skilled interpreter provides positive outcomes and educational access in a “traditional” college or vocational setting, nowadays deaf and hard of hearing students are turning to a much preferred alternative way to learn.

Online learning or as some prefer to label it, Distance Education, has seen significant recent growth in participation.  Advances in technology make it possible for learners of all backgrounds to participate.  “The number of Internet users worldwide has more than doubled since 2007, reaching 2.27 billion users worldwide in 2012” (Maiorana-Basas, 2014).  This way of learning is extremely beneficial for the Deaf and hard of hearing community.  “With the advent of distance learning technology, email, instant messaging and discussion boards, there is now the opportunity for deaf and hard of hearing students to interact directly with their hearing peers and instructors without the message going through a third party” (Long, Vignare, Rappold, & Mallory, 2007).  An online asynchronous educational environment eliminates barriers that DHH students oftentimes encounter.  Deaf and hard of hearing students are at a level playing field as a result of advances in technology.  Facilitators should be familiar with new technology and how to utilize it for the class.  They should also remember to make video lectures accessible through captions.

Resources for Facilitators

Much information has been discussed and shared thus far.  Helpful recommendations have been made, laws have been discussed, and facts supplied, but where can facilitators access more information?  Here is a list of websites that will greatly benefit facilitators and institutions alike:

·      PEPNet

·      The NAD

·      The Americans with Disabilities Act (ADA)

·      DOE - Information on the Rehabilitation Act of 1973, Section 504

·      The National Technical Institute of Technology (NTID)

·      Gallaudet University

In closing, I would like to include a summary of the main points for facilitators:

Hearing-Impaired is out	The term deaf or hard of hearing is preferred
Optimal hearing is not a requirement	Deaf and Hard of Hearing students can learn despite their hearing loss
Eye contact	Make direct eye contact with the student; don’t look at the interpreter.
Use of Peripherals	Provide students with PowerPoint handouts prior to class; provide interpreters as well with the same; caption all videos.
Pace of Lecture	Slow it down; have all students raise their hand or stand up to help the DHH student identify who is talking; the interpreter will lag behind a bit, so be aware when wanting a question answered.
Use of Technology & Environment	Be very open to using email to communicate; deaf people are “up” on the latest equipment available – make sure you are familiar too; make sure lighting and sound are optimal for the interpreter and for all students with a hearing loss.
Auxiliary Aids	The DHH student is responsible for seeking out the disability services department on campus and will submit required forms to request from them what they need in order to succeed in class – CART, c-print, notetakers or interpreters; introduce yourself to the interpreter – this individual should be extremely knowledgeable on the general needs of and barriers experienced by the DHH students.
Each DHH student is unique	If you are unsure how to service the student, just ask them – they are the best resource for what they need; not all DHH use interpreters &/or sign language – some prefer to voice for themselves.
Be Fair	DHH students, while unique, should be treated the same as hearing students – they don’t want to be embarrassed or “called out” in class either; don’t bring attention to the fact that they are not participating while still in front of their peers – there are many reasons why they aren’t, wait until after class or send them an email.
Join in	It is not required to learn ASL in order to have a successful relationship with the student, but learning some basic signs will show the student that you respect them and are interested in them - they will feel more included.

Reflections

I continually am challenged by learning new technology.  I found that by loading this paper onto our group’s blog, I had to change a few things that when completed, looked more aesthetically pleasing when uploaded onto the blog.  It took many attempts.

                                                                                                                                              

References

Jordan, I. K. (n.d.). Deaf President Now - In His Own Words. Retrieved September 18, 2016, from Gallaudet University: http://www.gallaudet.edu/dpn-home/profiles-and-viewpoints/i-king-jordan.html

Kersting, S. A. (1997). Balancing Between Deaf and Hard of Hearing Worlds: Reflections of Mainstreamed College Students on Relationships and Social Interaction. Journal of Deaf Studies and Deaf Education.

Lang, h. G. (1999). Learning Styles of Deaf College Students andInstructors' Teaching Emphases. Journal of Deaf Studies and Deaf Education, 4(1), 16-26.

Lang, H. G. (2002). Higher Education for Deaf Students: Research Priorities in the New Millennium. Journal of Deaf Studies and Deaf Education, 7(4).

Long, G. L., Vignare, K., Rappold, R. P., & Mallory, J. (2007, November 1). The International Review of Research in Open and Distributed Learning. Retrieved September 16, 2016, from Athabasca University: http://www.irrodl.org/index.php/irrodl/article/view/423/933

Mackeracher, D. M. (2015). Making Sense of Adult Learning (2nd ed.). U.S.A: University of Toronto Press.

Maiorana-Basas, M. P. (2014). Technology Use Among Adults Who Are Deaf and Hard of Hearing: A National Survey. Journal of Deaf Studies and Deaf Education, 400-408.

NAD. (2002, January 26). Position Statement on Colleges and Universities. Retrieved September 17, 2016, from National Association of the Deaf: https://nad.org/issues/education/higher-education/colleges-and-universities

Smith Ph.D., J. (2016, September 17). The Retention of Deaf Students in Mainstream Colleges. Monmouth, Oregon, U.S.A.: Western Oregon University.

Watson, D., Schroedel, J., Kolvitz, M., DeCaro, J., & Kavin, D. (2007). Hard of Hearing Students in Postsecondary Settings: A Guide for Service Providers. University of Tennessee, College of Education, Health, and Human Sciences Center on Deafness. Knoxville: PEPNet-South.