Deaf/Hard of Hearing in the Classroom

Deaf/hard of hearing (hoh) students depend primarily on visual clues to receive the spoken word. Some will use sign language interpreters or real time captioning (RTC) in the classroom. Others will rely solely on speechreading which, at best, provides access to only 30% of what is said.

The following suggestions will improve the quality of communication for students who are deaf or hard of hearing.

• Speak clearly, but do not exaggerate mouth movements. This makes lip reading impossible.


• Avoid standing in front of windows or other light sources which create glare, making it difficult to read your lips and facial expressions.


• Pause while demonstrating, so the student can watch what you are doing without missing your explanation.


• Do not lecture while facing the board.


• If lecturing in a darkened room, make sure your face and the interpreter are illuminated, i.e. during a video or power point presentation.


• Videos must be captioned. Ask Disability Services for Students about their captioning service or see the DSS information entitled “ Closed Captioning.”


• Real time captioners will not provide in-class captioning for videos.


• When demonstrating something or pointing out information on the board, face the students while talking so the speechreader can see what you are saying.


• Write important information (such as assignment or change in schedule) on the board.


• When another student speaks and is not in the deaf/hoh student's direct line of vision, repeat the comment or question and point or motion to show who is speaking.


• Provide a printed copy of an oral test to the student who is speechreading.


• If a student uses an interpreter to voice for her/him, questions will be answered by the student in sign language and voiced by the interpreter.


• Respond directly to the student, not to the interpreter.


• If the interpreter, captioner, or equipment does not arrive on time, let the student know you will be starting the lecture on time. This gives the student and you time to implement the pre-arranged back-up plan for accessing the information.


• If the student does not attend, the interpreter/captioner will stay up to 15 minutes before leaving.