Job Accommodation Network

Introduction

Educators who are hard of hearing may require accommodations in the classroom. The following accommodation ideas may be of assistance when considering accommodation options in the workplace. The information is not comprehensive. Please contact JAN for additional information regarding accommodation ideas.

Environmental Factors

Background noise can present barriers for teachers and students who are hard of hearing. Background noise can be reduced through room design and construction to facilitate effective communication in the classroom. Factors such as noise from heating, ventilation and air conditioning (HVAC) systems, sounds that reflect from hard surfaces, chatter from students and noise in hallways or adjacent rooms can all affect the listening abilities of teachers as well as students.

The U.S. Access Board (http://www.access-board.gov) is in the process of developing Classroom Acoustics guidelines for students. The same guidelines will be helpful in creating classrooms that are useable by teachers who are hard of hearing. The Board's Response to Petition for Rulemaking on Classroom Acoustics (36 CFR Chapter XI) identifies the following classroom design factors that will be addressed in future guidelines:

"Facility and room acoustical design for good listening and learning environments will consider:

site, space, and classroom adjacencies that minimize classroom exposure to environmental, equipment, and occupancy noise;
room size and proportion for appropriate sound reflection and absorption;
slab, ceiling, roof, and wall construction (including doors and windows) that are appropriate barriers to noise;
HVAC equipment selection, system design, and installation that minimizes structure, duct, and operating noise;
finishes selected and located for proper reverberation control, and attention to electronic and radio-frequency interference with assistive devices."

For more extensive information, please link to Petition for Rulemaking on Classroom Acoustics at http://www.access-board.gov/publications/acoustic.htm or contact:
Office of Technical and Information Services
Architectural and Transportation Barriers Compliance Board
(202) 272-5434 X132 (voice) or (202) 272-5449 (TTY)

Educators might consider the following basic accommodation ideas when addressing environmental factors in the classroom:

reduce background noise and improve acoustics by shutting classroom doors and windows;
add carpet and acoustical wall/ceiling coverings to absorb sound;
reduce air rush sounds from air and heating ducts;
occupy a classroom that is not located near frequented areas such as the cafeteria, gymnasium or administrative offices;
place tennis balls on the legs of students' desks and chairs to reduce noises from classroom furniture.

Communicating with Students

Communication methods will likely vary according to the age and skills of the students. Teaching style should accommodate the need to monitor faces and body language, to lip read and communicate one on one. Positioning will also be a factor in communicating effectively.

Change Classroom Arrangement
Arrange the classroom to accommodate the ability to see students' facial reactions, assess body language and read lips. Create clear lines of sight. A horseshoe arrangement may be beneficial if the room size allows for such an arrangement. In smaller rooms, this arrangement might be duplicated to allow the same formation but to have two rows of students. Arrange smaller groups for certain activities in the classroom.

Maintain Classroom Control
Control the classroom. Interaction is important but can be accomplished with rules in place. Ask students to speak one at a time. Expect students to raise their hand and stand once recognized to speak.

Use Assistive Listening Technology
If beneficial, use an assistive listening system or soundfield system. For more information, go to JAN's Searchable Online Accommodation Resource (SOAR) site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol420

Get Students Involved
Ask students to write questions, answers or comments on notecards, the blackboard, a portable white board, or flipchart. This type of communication will facilitate interaction and may even improve students' writing skills.

Learn Basic Sign Language
If applicable, incorporate instruction of basic sign language into lesson plans. Students can benefit from learning a form of sign language, such as American Sign Language (ASL), for basic communication in the classroom.

Use Augmentative Communication Devices
Educators of older children may benefit from using an augmentative communication device in the classroom. A small, battery operated communication device could be passed around for students to type in questions. For more information, go to JAN's SOAR site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol267

Use Computer Technology
Classrooms that are computer equipped might enable e-mail or instant messaging as options for students to send quick messages to the educator as well.

Group Meetings with Coworkers

Group communication can be difficult for individuals who are hard of hearing. Various options might be considered for staff meetings and group events.

Use Assistive Listening Technology
For individuals who are hard of hearing who benefit from amplification, assistive listening devices (ALDs) might be used during meetings, seminars or other group communication situations such as training courses. There are three major types of ALD technology: FM radio signal, infrared light, and induction loop systems. FM systems transmit sound via radio waves. FM broadcast frequencies (72-76 MHz) are designated for use by FM systems. Infrared systems use lightwaves to send electrical signals to receivers that convert the electrical signals back to electrical energy and then sound. Induction loops use electromagnetic transmission to send sound through a loop of wire surrounding a seating area. A personal amplified system is another ALD option for one-on-one conversations. The personal systems are very small and portable and involve the use of a small microphone and receiver. For more information regarding assistive listening devices, go to JAN's SOAR site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol420

Provide Communication Access Realtime Translation (CART) Services
Educators who are hard of hearing may benefit from the use of Communication Access Realtime Translation (CART) services during small and large group communication situations when verbatim conversation is essential to effective communication. CART is described by the National Court Reporters Association (NCRA) as, "Communication Access Realtime Translation is the instant translation of the spoken word into English text using a stenotype machine, notebook computer and realtime software. The text appears on a computer monitor or other display. This technology is primarily used by people who are hearing-impaired or who are learning English as a second language." CART offers word for word translation and is provided by a professional who is skilled and trained in using the stenographic equipment.

Many captioning services offer remote CART and Internet captioning where the stenographer is not physically present at the event but can listen-in through a telephone line. In situations like faculty meetings, union meetings, workshops, or awards ceremonies, CART may be an effective communication solution to enable participation for someone who cannot hear during such events.

CART services must be scheduled in advance so, such an accommodation would generally need to be requested or planned ahead of time. Always communicate with the individual with the disability to determine if CART will be an effective option. In some situations a sign language interpreter will be preferred or more effective as a communication solution. For more information regarding CART services, go to JAN's SOAR site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol491

Provide Computer-Assisted Note Taking
Computer-assisted note taking equipment might be used to provide effective communication during group settings. Computer-assisted note taking involves the use of a laptop or personal computer, word processing software and possibly a PC projector. A typist participates in the group activity and acts as a note taker. The note taker types summaries of the communication taking place while the person who is hard of hearing either watches the computer monitor as she types or looks at the text projected on a wall or screen if a PC projector is used. Computer-assisted note taking is a relatively inexpensive accommodation option but the information provided is not verbatim.

Address Group Environmental Factors
Environmental factors should be considered during group communication situations. Be aware of background noise, lighting, seating and positioning. The individual who is hard of hearing may wish to sit close to the speaker. Use a round table, rather than a square or rectangular table, to open lines of sight for people who read lips. Hold meetings in rooms that are carpeted, free of office machines and away from paths of heavy traffic (people and vehicles) which create extraneous noise.

Provide a Sign Language or Oral Interpreter
Provide a qualified sign language interpreter during group situations. According to the ADA, an interpreter must be qualified but not necessarily certified. The communication must be conveyed in an accurate, effective and impartial manner. A qualified interpreter should be familiar with any specialized vocabulary used during communication.

Interpreter costs vary across the country. Most interpreting services require advance notice and will charge by the hour. If the event will last longer than two hours, many interpreting agencies will require that two interpreters be provided. Some interpreting services offer remote interpreting as an option where the interpreter can videoconference into the meeting. Check with local sign language interpreting services for more information.

Try Meeting On-Line
Meetings or training might take place via Internet or intranet chat environments or downloadable programs like NetMeeting. NetMeeting is a real-time communications tool from Microsoft that allows individuals to communicate in pairs or groups over the Internet or intranet using audio, video and data communication. Meetings can involve using text communication in a realtime format where all attendees can read the communication as it is typed or immediately as it is sent. Internet or intranet instant messaging (IM) might also be used in this context for small group situations.

Provide Note Taking Assistance & Other Text Information
Standard note taking, agendas and meeting minutes after each meeting may be of some benefit. Prior to meetings or training courses, agendas or text materials might be provided to give an individual with additional preparation time to understand what will be communicated. A supervisor or meeting attendee might be available for one on one clarification of the individual's questions after the meeting if necessary. Providing agendas and meeting minutes alone may not be a way of ensuring effective communication. These options do not enable active participation during the meeting or training. Consult the individual to ensure effective communication will take place.

Tape Record and Transcribe Meetings
An individual who is hard of hearing may find it useful to tape record meetings. By listening to tapes after the meeting, the individual would have the advantage of hearing the tape in a controlled listening environment and the ability to rewind and playback conversation they may not understand. The tapes could also be transcribed and the transcripts may benefit all meeting attendees.

Difficulty Using the Telephone in the Classroom

Educators may need to respond to sounds in the classroom such as the telephone or PA system. An individual who is hard of hearing may not hear the telephone ringing, may have difficulty hearing while using the telephone or may have difficulty understanding communication over the PA system.

Provide a Telephone Ring Signaler
A telephone ring signaler or amplified ring signaler could be used to alert an individual when the telephone rings. For more information regarding alerting devices, go to JAN's SOAR site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol419

Provide Telephone Amplification
Amplification allows people who are hard of hearing to benefit from enhanced volume when using the telephone. Amplification can be provided through the handset, headset, in-line amplifier, portable amplifier or a control on a telephone base. Some assistive listening devices can be used to provide telephone amplification as well. Cellular phones can also be used with amplification devices.

In addition to amplification, the adjustment of sound frequency may help someone who is hard of hearing in using the telephone. For some individuals, clarity is more of an issue than amplification. Clarity can be achieved by adjusting the frequency or tone of the incoming voice when listening on the telephone through an amplifier with a clarity feature. For more information regarding amplification products, go to JAN's SOAR site: http://www.jan.wvu.edu/cgi-win/OrgQuery.exe?Sol449

Difficulty Understanding the Public Address (PA) System

Educators often must listen to PA system messages in the morning and throughout the day. Individuals who are hard of hearing may have difficulty understanding these messages.

Provide a Transcript
It may be possible to provide the educator with a transcript or memo including the PA announcements each morning, prior to the announcements.

Use a TTY
During the PA announcement, it may be possible to have a call placed to the educator's room where the educator could then receive the PA announcement in text via TTY. This would have to be accomplished by sending the information through another TTY or by calling the local Telecommunications Relay Service.

Use Instant Messaging or E-mail
Classrooms that are computer equipped could receive the PA announcement via email, an attached transcript or through instant messaging.

Use a Pager
If the educator needs to be interrupted through the day, send a text message via vibrating pager.

Resources

See also:
Work-Site Accommodation Ideas for Individuals who are Deaf or Hard of Hearing
http://www.jan.wvu.edu/media/Hearing.html
SOAR for Hearing Impairments: Deaf or Hard of Hearing
http://www.jan.wvu.edu/soar/hear.html
SOAR Product Listing
http://www.jan.wvu.edu/soar/hearing/hearingprod.html
Communication Access Realtime Translation (CART) as a Work-Site Accommodation for Individuals who are Deaf or Hard of Hearing at http://www.jan.wvu.edu/corner/vol01iss07.htm