Ensuring Accessibility: Accommodations for Deaf Students in College

Introduction

Creating an inclusive and equitable learning environment for all students is a fundamental goal of higher education. For deaf students, this involves providing specific accommodations that address the unique challenges they face in accessing classroom instruction, participating in discussions, and demonstrating their knowledge. These accommodations are not about giving deaf students an unfair advantage; rather, they are about leveling the playing field and ensuring that deaf students have the same opportunities to succeed as their hearing peers. This article explores a range of accommodations available to deaf students in college, emphasizing the importance of understanding their rights and advocating for their needs.

Legal Framework and Institutional Obligations

Several legal frameworks mandate the provision of accommodations for deaf students in educational settings. Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA) are two key pieces of legislation that require institutions to provide reasonable accommodations to ensure equal opportunities and effective communication for individuals with disabilities. The Department of Education has determined that these institutions must provide necessary auxiliary aids and services for individuals who are deaf or hard of hearing, including qualified interpreters, transcribers, notetakers, and provision of closed captioning or other access for televised information.

These laws place a clear responsibility on colleges and post-secondary institutions to provide qualified interpreters and other auxiliary aids and modifications for deaf students. Courts have consistently upheld this obligation, emphasizing that institutions cannot simply respond to accommodation requests on an ad-hoc basis. Instead, they have an affirmative duty to establish a comprehensive policy in compliance with Title II of the ADA, in advance of any request for auxiliary aids or services. Planning and consultation with disability organizations are necessary to assure compliance with Title II.

Understanding the Diverse Needs of Deaf Students

Deaf students represent a wide range of language backgrounds and communication preferences. Some use spoken English or rely on captioning, while others use American Sign Language (ASL)-a fully distinct language with its own grammar, structure, and cultural norms, separate from English. For some deaf students, English is a second language, which directly affects how they engage with written materials, exams, and classroom content designed for native English users.

It's crucial to recognize that a student’s English proficiency is not a reflection of their intelligence or academic potential. Professionals sometimes deny or limit deaf students’ accommodation requests based on the assumption that they should already be proficient in English-mistakenly equating language differences with a lack of academic ability. This bias often results in inappropriate or insufficient support.

Read also: Navigating SAT Accommodations

Effective accommodations should recognize language as a core part of accessibility. This may include providing ASL translations of written texts or exams, offering plain language versions of materials, or using ASL-English interpreters who can support both comprehension and cultural mediation.

Types of Accommodations

Accommodations for deaf students can be broadly classified as "visual" and "aural." Visual accommodations rely on a person’s sight, while aural accommodations rely on a person’s hearing abilities. It’s important to note that accommodations are not one-size-fits-all. A student may prefer a combination of accommodations. Here are some common and effective accommodations:

Sign Language Interpreters

Sign Language Interpreters facilitate communication between a deaf and hearing person. Sign language interpreters are trained professionals bound by a code of ethics. They have no knowledge of the student’s classroom performance or the etiology of their deafness.

Interpreters are assigned to classes to facilitate communication between instructors, hearing students, and deaf students. The interpreter is there to interpret everything that is said in class. Instructors should speak directly to the student who is deaf, looking at the deaf student, not the interpreter. The interpreter will sign whatever the instructor says and voice whatever the student signs. Instructors should speak at a normal rate and allow the interpreter to sit or stand near them. The interpreter and the instructor should work out the best place for the interpreter to work.

It's important to remember that the interpreter will be a few words behind the speaker. Providing the interpreter with extra copies of materials being discussed in class is also helpful. If the interpreter does not show up, the student must notify the Interpreter Coordinator, and a substitute will be sent if one is available. Initially, an interpreter’s presence may be distracting to the instructor and other students.

Speech-to-Text Services (STTS)

Speech-to-text services (STTS) is an umbrella term used to describe an accommodation where spoken communication, as well as other auditory information, is translated into text in real-time. CART (Communication Access Real-Time Translation) captioning is a specific type of STTS. CART captioning is the instantaneous transcription of spoken words into text. It is also referred to as real-time captioning. CART captions are produced verbatim on a word-for-word basis. The captioner captions everything said in the classroom, as well as any environmental sounds and cues. This service allows students to follow along and participate in real-time.

Captioning Media

Captioning media is the process of making pre-recorded videos accessible. Captions represent all of the audio content including spoken dialogue, sound effects, and speaker identification. The use of captioned films and videotapes is strongly recommended to allow the student direct visual access to information. Viewing slides or visual aids in a darkened room is a particular problem for deaf students, so instructors should keep a minimum amount of lighting on when presenting audiovisual information so the instructor or interpreter can be seen at all times. Videotapes or movies should be open or closed-captioned.

Note-Taking Services

Note taking is a vital tool that supports full access to information in classrooms, workplaces, internships, and beyond. The deaf or hard of hearing student may need a notetaker so that he/she can give full attention to watching the speaker or interpreter. SSD provides carbonless paper for a volunteer notetaker to use in the class. These notes are made available to students with note-taking accommodations.

Many accommodations for deaf people require focused visual attention-whether watching an interpreter, reading captions, or speechreading-making it difficult to take notes at the same time. Also, when you are "listening" with your eyes it is difficult to take good notes simultaneously. Therefore, instructors should be aware that the student may need a notetaker for the class. Be sure to provide interpreters with copies of all handouts.

Assistive Listening Devices (ALDs)

Assistive listening systems are designed to enhance the understanding of speech for deaf individuals who want to access information through their residual hearing and/or personal device (e.g., hearing aid or cochlear implant). An ALD increases a student’s ability to hear in numerous situations, such as large, crowded, or noisy rooms. The speaker wears a microphone that transmits directly to the listener’s ear through headphones or other listening devices, such as hearing aids. Some classrooms and auditoriums contain permanent assistive listening systems. Students who use hearing aids will likely benefit from amplification in other forms such as assistive listening devices (ALDs) like hearing aid compatible telephones, personal neck loops, and audio induction loop assistive listening systems.

C-Print and Typewell

C-Print and Typewell services provide meaning-for-meaning interpretations of what is said in a classroom. A typist listens to what a professor says and produces text that matches the professor’s meaning.

Augmentative and Alternative Communication Devices

Augmentative and alternative communication devices help students who cannot use verbal speech to communicate. These devices are helpful for one-on-one discussions and when an ASL interpreter is not present to verbalize for the student.

Test Modifications

Tests, exams, and assessments often play a significant role in college admission, graduation, certifications, and employment decisions, and are also a key component of course requirements and grading criteria. Test modifications vary with each student’s needs. Some common examples include extended time for completing exams, individual rooms to avoid noisy distractions, and the use of devices for voicing answers and questions. According to Section 504, students with disabilities have the right to extended time on tests, the use of recording devices, and sign language interpreters - depending on their disability.

Preferred Seating

Deaf and hard of hearing students will usually require seating at the front of the classroom, near to and facing the instructor, to make optimum use of visual cues. Preferred seating can be arranged so that Deaf or Hard of Hearing students can have a dedicated seat at the front of the class. This accommodation allows the student to be closer to the speaker so they may hear better, read lips, and/or pick up visual cues that the instructor makes.

Creating an Inclusive Classroom Environment

Beyond providing specific accommodations, instructors can take several steps to create a more inclusive classroom environment for deaf students:

Be aware of the "lag time" of interpreters translating from English to ASL. Deaf students need extra time to respond to questions asked in class.
Refrain from asking interpreters to function as teacher's aides. The interpreter’s sole responsibility is to facilitate communication. Instructors should refrain from asking the interpreters to function as a teacher's aide, to participate in class activities, or to perform other tasks.
Make full use of visual aids. Make full use of the chalk/whiteboards, films, diagrams, and printed material. Write key vocabulary on the board or overhead projector. Describing written or projected text is therefore helpful to the student.
Ensure clear communication during group discussions. In a group discussion, ensure that one person is speaking at a time. Point to the speaker or have speakers raise their hands.
Maintain confidentiality. Interpreters maintain complete confidentiality related to students. Interpreters are required to follow and abide by a code of ethics. The interpreters working in the classroom do not have any personal information regarding the student or their progress in their classes.

Advocating for Yourself and Navigating Disability Services

Figuring out how to access disability services can be daunting, but asking what accommodations are available is the best place to start. In college you are responsible for planning your own accommodations. Because accommodation needs vary, it’s a good idea to register with your school’s disability office as soon as possible. Don’t be afraid to ask questions, and advocate for yourself if you believe you’re not receiving the right accommodations. It’s also important to keep in mind that some schools have separate offices for handling student accommodations in the classroom and managing accommodations for the public during general events on campus. If you are attending a public event on your school’s campus, don’t assume that your accommodation will automatically be available. Be sure to contact the event’s designated ADA person to request services and accommodations.

To advocate for yourself effectively, it is important to be aware of the laws that protect your rights while continuing your education. Understanding how to request accommodations through your campus’s disability services office and how to address any issues or delays in obtaining those accommodations is crucial. By staying informed and taking appropriate action, you can ensure that your needs are met and that you receive the support necessary for a successful academic experience.

Deaf students’ experiences in requesting accommodations will vary. Some deaf students have experience with different types of accommodations and know what they need; others may not be familiar with the variety of options available to them. Accommodations that worked in high school may not be effective in higher education environment or may not be available at a new institution. Evaluate the student’s current needs in addition to their prior experience. The decision-making process should include the deaf person throughout and end with constant follow up to ensure the chosen accommodations continue to meet the deaf person’s needs.

Choosing the Right School

Choosing a college can be a lengthy process, and it may feel even more complicated if you have concerns about accommodations. When considering the above accommodations, you should know that not every college can offer the same amount of support. If there is an opportunity to visit the disability services office during a campus tour, make sure to take advantage of it. This will provide you with valuable insights into whether the college has the necessary resources and support systems in place to effectively accommodate Deaf students. The staff and the faculty are there to help you learn and succeed, and they want and need to know what will benefit your learning journey. There is a lot of interest in making college more accessible for underrepresented groups. Oftentimes, the first step is simply making sure a school meets your learning needs.

Of the schools a student can choose from, Gallaudet University is one of the few in the United States that caters to a specific population of students with disabilities. The university is well-known for its history as a school for Deaf and Hard of Hearing students, and it is a premier institution for this population - with a campus, faculty, and courses engineered with them in mind. Founded in 1864, Gallaudet University has operated for over 150 years. The university imagines a world in which students with disabilities receive equitable education and treatment from institutions of higher learning.

tags: #accommodations #for #deaf #students #in #college