Hearing
Overview
In the broadest of terms - being classed as deaf or hearing impaired, does not mean that the individual concerned cannot hear. Often individuals with hearing loss can hear you, albeit not very well or in limited situations.
Do not assume that anyone with a hearing impairment can communicate via sign language. This is typically employed by those with profound hearing loss. Also - sign language like the spoken word, is unique to each nation. While many may speak English around the world and have common words understood by all. Sign language differs from nation to nation - making having a common form of communication more difficult.
Like many disabilities - there is no one solution fits all. However, many solutions described in this site will support many of the students you may encounter.
Stop!
Before you rush ahead and read on - please stop and think. Before you have read the content and believe that you have all the answers (which you won't). Please do take the time to speak with the student - their supporters and anyone who may have taught them in the past.
Often the hearing impaired and deaf are the experts. Not you the teacher - this site aims to offer you the tools to start the conversation and have a little back information at your disposal.
Defining a Hearing Disability
Hearing loss is also known as hearing impairment, is a partial or total inability to hear in either one or both ears. This is compared to someone who is deaf, who by definition has little to no hearing. For children hearing problems can affect the ability to learn spoken language and in adults it has an impact on their ability to work in most settings. Hearing loss can be temporary or permanent - depending on the underlying cause.
There are many causes for hearing loss, illness, neurological, genetic and prolonged exposure to loud noise. This is a simplification of a complex range of issues. We all suffer hearing loss through age - however, most of us approach retirement before noticing any modest deficit.
The following is a summary of data sourced from Wikipedia:
As of 2013 hearing loss affects about 1.1 billion people to some degree.
It causes disability in 5% (360 to 538 million) and moderate to severe disability in 124 million people.
Of those with moderate to severe disability 108 million live in low and middle income countries.
Of those with hearing loss it began in 65 million during childhood.
You will discover that there are members of the deaf community who have a clear identity and sense of 'deaf culture'. Preferring not to even attempt to communicate in the spoken word. As many of us are passionate about our own culture - they are equally passionate regarding theirs.
Using Transcripts and Subtitles
Engaging with most of the curriculum and labs isn’t going to be challenging for anyone who is hearing impaired. However, video content can be a hit and miss experience. While NetAcad have reduced the number of ‘audio’ supported videos since version one of their content.
The hearing impaired struggle with …
The accuracy of transcripts - this must include all spoken dialogue and any relevant contemporaneous background sound. Think doorbell or fire alarm and you will appreciate why this is essential. Often transcripts tend to focus solely on the spoken word. As many transcript producers now use technology to produce these. Homophonic errors creep in (a homophone is a word that is pronounced like another word, some for sum etc).
Equally the accuracy of subtitles - the inline commentary. The greatest criticism is that this often misses out essential dialogue, this applies to content designed to teach network engineering as well as some outstanding offerings from Hollywood. Like transcripts - additional background information is required.
You may wish to go to the sight page on this site, where you will discover, there are similar challenges. The example given,offers greater insight into transcripts, using a trustworthy example.
As hearing able, even those of us with modest hearing loss - we cognitively summarise a great deal of background verbal and aural information. What may seem insignificant, is often essential - for example a pinging sound used on a specific application, clicking of physical switching systems to verbal narrative joining statements such as ‘and now’. Infer considerable meaning, context and enhance our understanding. Missing these are often challenging, how does a hearing impaired student know, if the only cue is auditory, not visual.
With students - you may have to pre-check the transcripts/subtitles especially if NetAcad courses point to external video content. You may also need to add your own descriptive content.
Sign Language
Sign language is a wonderful thing, lacking all the baggage of the spoken word. Conversations with deaf students can be a visually interesting experience. The challenge unlike the spoken word, is that there are different sign languages for every spoken language. Even more challenging, unlike the English language. The sign language for each nation differs - American Sign Language (ASL) is radically different from British Sign Language (BSL) and we are not at minor idioms (lift vs elevator) or spelling differences.
There is no current international convention regarding signs for Network Engineering, Programming, Digital Technologies or Computer Science - often, those teaching it or communicating on behalf of the deaf student have to create their own. Especially when relaying a spoken conversation such as a traditional lecture.
DeafTEC in the United States has produced their own 'IT' signing dictionary - covering many computing, networking and other technology terms. We commend you to review this and consider this to be a base resource for any signing scenarios.
Communicators and Interpreters
May we introduce your ultimate ally in the class room. While the communicator/interpreter (there are different definitions in different nations) is solely there to support the hearing impaired student. They typically work on finding different ways to explain what you are teaching into terms and signs that the student will understand.
Often lacking any formal digital technology knowledge themselves. They work as notetakers (some will record your utterances) - as well as very agile sign language communicators.
If they ask you to pause or say something again. Please do not be dismayed ... they are trying to keep up and work at your pace as well as the students pace. A good relationship with these people can help you share your workload, supporting the hearing impaired students.
Written Language
Please think of someone who uses sign language - as a speaker of that language. Which means your own language (English for example) is a second and foreign language to them. While many can communicate in written english. The formal structure of written language is radically different from how they communicate.
While we have a clear difference in written/spoken language. The leap between sign language and your own written language is considerable. This means that formal writing, essays and reports are a greater leap and challenge for these students. As it takes considerable practice and determination on their part.
While NetAcad lends itself to practice based experiential learning and recall. Many Cisco Academies have to add a written component to their coursework, to ensure they are meeting nationally recognised academic standards. This offers an additional challenge where many (not all) hearing impaired students may require additional support around the development of their written language.
Group Chat Tools!
The author is been teaching for so long - that he recalls a pair of deaf students he used to teach networking to (in the early 2000's). They would always communicate with him in the absence of any communicator via SMS (mobile phone text). It worked, they were young and we could use all the short hand terms quickly to understand each other.
With the advent of the smartphone and many integrated group chat tools. There is no reason why you cannot create a closed group for your hearing impaired students and include their support team. In fact, there is no reason why you cannot include all students on the same course within a separate curriculum based chat. As often the questions they ask may be the ones that the other students are thinking.
While some educational establishments struggle with the ethics and use of social media and group communication tools. This is one use case proffering the absolute benefits of reasonable adjustments for those with diverse abilities. Chances are, most instructors will never teach many hearing impaired students. So, will not be able to develop any 'sign language' ability. Group chat in this regard becomes an excellent asset and helps bridge the communication gap
Hearing Aids
If someone has a hearing aid, do not assume that they can hear with ease. Often hearing aids improve the situation - they do not resolve the problem. Different hearing aids support different hearing conditions. Either compensating for low frequency hearing loss, higher frequency or a range of needs.
The hearing aid microphone sits behind the ear on most over ear devices. Which means their auditory reception is not where you would expect it to be. For most hearing impaired individuals - get into their line of sight and make sure they are aware of your presence before speaking to them. They do not like surprises and especially dislike people getting annoyed with them, accusing them of 'not listening'.
Not all sound is clear - they will struggle in noisy environments and many cannot lip read. At least not to the extent that Hollywood suggests. They will compensate for words they miss - however, this does not mean they have understood what you have asked them.
If your classroom has an inductive loop, offer it - their hearing aids can be programmed for this. This operates via a microphone and a magnetic field. If this works, they can at least have your voice clearer in their hearing - above other background noise.
Environment is everything - you will be surprised what kind of sounds floor and wall surfaces reflect. We all know what it is like in a noisy canteen, consider what this may be like for someone in your classroom with a hearing impairment.
Summary
For any hearing impaired student in a practical computing situation, you must consider both the environment and what adaptations required. Often, modest changes to the way you work and the resources you offer, will make a considerable difference to the individual.
