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Maynooth University Access Programme (MAP)

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Lecture Theatre 3 - Maynooth University

Students who are Deaf or Hard of Hearing

The term ‘hearing impairment’ describes a loss of hearing which may range from mild loss (hard of hearing) to complete deafness. Hearing loss is measured in decibels hearing level (dBHL). A person who can hear sounds across a range of frequencies at 0 to 20dB is considered to have normal hearing. The thresholds for the different types of hearing loss are as follows:

Mild 25 – 39 dBHL
Moderate 40 – 69 dBHL
Severe 70 – 94 dBHL

Profoundly Deaf people, who cannot hear sounds quieter than 95dB, often communicate using sign language and lip reading. Some Deaf people use cochlear implants or hearing aids, which allows for some oral communication. Some Deaf individuals identify themselves as members of an Irish linguistic and cultural minority and not as individuals with a disability.

Irish Sign Language (ISL) is the principal form of communication for Deaf people in Ireland and is usually regarded as a Deaf person’s first language. Sign language arose from within Deaf communities and was developed by Deaf people themselves. It is NOT an artificial tool devised by hearing people, or an incomplete form of English on the hands – it is a full and complete language.

People who can hear develop their general knowledge through reading newspapers, listening to the TV or radio and talking with friends and family. Deaf and hard of hearing people often miss out on this general knowledge and life experience. The knock-on effect may be reflected in their written work and they may have problems with sequencing, grammar or the overall structure of their writing.

Impact on Learning

Students may have significant difficulties with learning and communicating through English such as:

Reading for meaning; including lecture notes, assignments and reference notes.
Linguistic difficulties and difficulties writing fluently and expressively in English.
Restricted English vocabulary, errors in grammar and spelling.
Misinterpreting information particularly where there is possible ambiguity in terminology.
Speed of work is slower due to difficulties with reading comprehension and written expression. As a result the student may have difficulty meeting deadlines.
Student may have difficulty completing assignments if they have missed information during lectures or classes.
Student may have difficulty communicating orally and participating in group activity.
Student may miss out on information during lectures or classes.
Student may have feelings of isolation.
Student may have greater risk of accidents because they may not hear warnings.
A student who is Deaf or Hard of Hearing can be disadvantaged when assessment takes the form of a written timed examination, and examiners are asked to consider the Marking Guidelines for Correcting Examination Scripts from Students who are Deaf or Hard of Hearing.

Guidelines for Supporting Students who are Deaf or Hard of Hearing

Deaf students are at a distinct disadvantage during lectures as the medium of teaching is through the spoken word. Deaf students also have significant difficulties learning through English and find reading comprehension and written expression particularly challenging. Inclusive teaching practices will help to alleviate the disadvantage of learning through English. Refer to the Inclusive Teaching and Assessment guidelines.
Very often the interpreter and the student will encounter new words during a lecture that have no corresponding sign in ISL. The flow of the lecture is interrupted as the interpreter either finger spells the word or agrees a new sign with the student. Provide a list of new technical terms so that new signs can be agreed in advance of lectures.
Repeat questions or remarks from other people in the room.
Ensure the student receives a copy of any handouts or materials in advance of the lecture. The student will disseminate these materials to his/ her interpreters as some preparation is usually required to ensure the interpretation is clear.
Deaf students can only attend to one source of information at a time i.e. the lecturer (via the interpreter) or the visual aid (overheads, slides etc.).

Guidelines Regarding Sign Language Interpreters

Ensure the student receives a copy of any handouts or materials in advance of the lecture. The student will disseminate these materials to his/ her interpreters as some preparation is usually required to ensure the interpretation is clear.
Interpreting is a highly concentrated and tiring task. An interpreter will need to take breaks during lectures that are long or very intensive. A 10 minute break after every 50 minutes of continuous interpreting is recommended.
In some instances two interpreters may cover lectures that are particularly long and intensive.
The student will have a number of different interpreters each week and may have more than one interpreter on busy days.
Ensure that the lecture hall is well lit so that the student can see the interpreter clearly.
When communicating speak and look directly at the Deaf person.
The interpreter will convey the message in the first person and will communicate the meaning and content of what you are saying.
Speak to one person at a time in group situations. The interpreter can only interpret for one person at a time.
During lectures the interpreter will sit at the top of the class and the student will be seated in the front row.
Avoid walking between the interpreter and the student – this is an interruption.
Allow for the additional time that it takes the interpreter to translate a message from its original language into another language.
Be mindful not to engage the interpreter in conversation while they are interpreting.
Avoid words such as “this” or “that” when referring to something being demonstrated. Since the student’s eyes are focused on the interpreter by the time they look at what you are referring to, they will have missed it. Instead, identify objects by name.
Be aware that sign language is not a word-for-word rendition of English. Often sign language does not have signs for specialised or technical words and the interpreter will need to fingerspell these words. It can be helpful to define these terms and list any new vocabulary on the board or on handouts.
Similar to a student asking a question during a lecture, the interpreter may seek clarification on a particular point in order to explain it more clearly to the student.
Be aware that interpreters cannot actively participate in communication during a session.

Guidelines for Examiners when Marking Scripts from Students who are Deaf or Hard of Hearing

Please refer to the Guidelines for Examiners when Marking Scripts from Students who are Deaf or Hard of Hearing.