In the Classroom and Labs

• When possible, arrange classroom seating to promote interactive dialogue and debate. A “U” shape or circle works well.
   

• If desks are in rows, D/HOH students may prefer to be in the front so they are close to the teacher.
   

• However, the student may opt to sit in the back of the room. This is, obviously, their decision.
   

• D/HOH students often seat themselves away from windows as sunlight may cause glare making it difficult to see you and/or the interpreter.

• D/HOH students may not be able to attend to lecture and take notes simultaneously. The student may take some notes, but a note taker and/or a Real Time Captioner may also be options in the classroom.
   

• Face the class when lecturing whenever possible. D/HOH students prefer to alternate between watching the interpreter and watching the instructor.
   

• Use visual cues whenever possible.

• Use written instructions and demonstration summaries.
   

• Speak directly to the student.  Say “you” or use their name. Do not ask the interpreter to “tell him/her.”

• Point to the student who is talking in a discussion. This will direct the attention of the D/HOH student.
   

• With the understanding that D/HOH students typically function with an underdeveloped vocabulary and fund of knowledge, providing the student access to new concepts or vocabulary before introduction or discussion in class will increase the likelihood of understanding.
   

• Powerpoint presentations or other visually enhanced presentations are good for all students, D/HOH included.
   

• When addressing the student, or during class discussions, remember to allow time for your question or comment to be interpreted to the student as well as allowing time for the student to process what has been communicated.   This is known as “lag time.”  The more abstract or complex the question, the more lag time is necessary.

• Some profoundly Deaf people are excellent lip readers while some Hard of Hearing people with a good deal of residual hearing are not as skilled.  Also, a word that is not in the receiver’s vocabulary cannot be lip read. Don’t expect every D/HOH to read lips.

• Commercially made videos, DVDs, etc. must be captioned to allow the student equal access to information.  Full interpretation of these media by interpreters is virtually impossible.  All new DVDs are now captioned. 
   

• Have visual lab warning signals (such as strobe fire alarms) installed.