I didn't get any requests for a HIT, but I got some fantastic suggestions from
everyone who replied. Here they are:
If you ever show videos or television programs in the library (author interviews,
books-on-video, etc.), turn the closed captioning or subtitles on. This is great
for all your students as they will be reading and watching at the same time. (I
recommend to all my patrons - both teachers and students - to do this at home,
school, etc.)
Be sure and work with the teachers and parents for maximum development with each
child. We have the Alaska State Deaf program in our school program and these
children do love the library experience.
I got advice Mona Huggin, the librarian at Kansas School for the Deaf, when I
taught in Kansas. Her e-mail is
mhuggins@ksd.state.ks.us<mailto:mhuggins@ksd.state.ks.us>
- Face the class. Some will read lips. If they can't see you they can't hear you.
This means that you can't hold up a picture book so they can see the pictures and
you turn your head halfway to read the text. Speak clearly and slowly. The aid
users need the extra diction.
- Have a meeting with the interpreter. Start with "What do I need to Know?"
and go from there. Are there any assistive listening devices that travel with the
class and how are they used. What is the best way to teach with the interpreter in
the class? Ignore her?
- Learn a few signs - Please, thank you, "My name is _____, my sign name is ____".
A sign name is a shortened sign that means you. Think nickname.
The alphabet, numbers 1-10. What is the sign for "Potty"? What are the signs you
need to know to evacuate the class? Fire, Tornado, earthquake, lockdown? There are
several community sign language classes out there, if you have time, you could take
a class. You can learn the alphabet from a World Book encyclopedia. That way, you
can call the kids by name.
- Print literacy is absolutely critical for these kids - even more than anyone else.
- Even if they can't hear voices, they can feel big heavy bass music. The
vibrations will shake the floor and table and drive your neighbors bats, but the
kids will feel them.
- They use different methods to get the teacher's attention than the hearing
students. They may not only raise their hands, but they may wave at you so that
the movement will catch your eye. Two quick stomps to the floor to make the floor
vibrate is an acceptable way to get the attention of someone not looking at you.
So is walking up and knocking on your desk even if they are 2 feet from you.
- You will invariably scare the snot out of at least one kid a class because they
were nose down in a book and didn't notice your approach.
- Use overly exaggerated facial expressions and body language because you have to
use expressions to convey tone too.
- They have ABSOLUTELY no idea in the universe how loud or soft they are speaking,
If an aid users battery is going, he will shout because he can't hear himself.
- Figure out how to turn on the closed caption on your tv and projector.
- This is the link to the Kentucky School for the Deaf. On the home page, they
have the "idiom of the week" in sign. http://www.ksd.k12.ky.us/ The links page
looked especially good.
- This is the described and captioned media program. http://www.dcmp.org/
I plan my lessons according to grade level. I adjust my lessons for the deaf
education kids IF I need to. Sometimes I just need to shorten a lesson, not lower
the level. Sometimes I select a story that is easier for the interpreter to sign.
I talk to the teachers about the students' abilities at the beginning of the year.
Collaboration and input from their teacher is going to be your best bet.
Because there is a language delay, deaf students often have poorer language skills,
so you need to work a bit to help match them with appropriate books. My wife also
suggested staying away from books you know have lots of word play in them as
younger deaf students don't usually understand puns and so on.
Jackie Reeve
Media Specialist, Summerfield School
Neptune, NJ 07753
jreeve@neptune.k12.nj.us<mailto:jreeve@neptune.k12.nj.us>
(732) 776-5405
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