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Accommodations
There are many accommodations for student who labeled with deaf-blindness:
Physical Classroom Accommodations
There are several possible accommodations that may need to be addressed based upon the location and setting of the course:
Source Retrieved 4/21/2012
- Interpreters—relay information to and from the student and other people in the classroom. The type of interpreting needed will depend upon the student’s residual hearing and vision. Interpreting may be done orally, visually (use of American Sign Language or other sign system, with modifications including restricted use of signing space or increased/decreased distance between student and interpreter) or tactually (hand over hand).
- Notetakers—provide a written, Brailled,or taped secondary source of information during a class lecture.
- Tutors—may also require an interpreter when accessing tutorial services.
- Readers—for students who have usable hearing and limited vision, this support service provider reads textbooks and other course materials.
- Ensuring a student receives course materials in a timely manner, defined as the same time other students receive the information, is essential to the student’s success.
Physical Classroom Accommodations
There are several possible accommodations that may need to be addressed based upon the location and setting of the course:
- Does the classroom have adequate lighting?
- Are there sources of glare such as fluorescent lighting or exposed windows along one wall?
- Do white walls or white table tops create glare?
- Is there enough space in the classroom to allow for a guide dog and/or interpreter?
- The student and instructor will need to evaluate seating with regard to classroom participation and at times it may be and participate in class discussion at the same time.
- Large Print/Braille Materials or Taped Textbooks—every required reading and handout may need to be converted into large print, Braille or audiotape.
- If possible, consider computer conversion.
- The student and instructor will need to evaluate seating with regard to classroom participation and at times it may be beneficial/necessary to look at alternate settings if the physical classroom cannot accommodate a student’s needs.
- Reading Machines—will enlarge the print size and change the polarity to decrease vision strain and problems with glare by displaying white text on a dark screen. R
- The use of videotapes in the class or lecture using an overhead projector, and slides will all require some type of modification for students who have vision and hearing loss.
- Large print or Braille copies of overhead materials or a transcript of videotapes/slides may be needed for the student.
- The use of color overlays might improve contrast for students with low vision.
- Large print or Braille copies of overhead materials or a transcript of videotapes/slides may be needed for the student.
- Any visual information presented in class be described for the student who has student’s voice is not clearly understood or loud enough.
- If the student also has limited use of vision, an interpreter will relay feedback and comments from classmates to the student. Include graphs/diagrams on the over-head. Include the use of objects, e.g. scale model of chromosomes, and demonstrations, e.g. role play of counseling situation.
- Communication rules may need to be established and followed to ensure only one student speaks at a time and that students identify themselves before speaking so the student who is deaf-blind can follow and participate in the discussion.
- Materials produced by the group may need to be converted into alternate format and special meeting times outside of the classroom may require a volunteer or member of the
- Taking the test orally or having the material interpreted into ASL (either visually or tactually).
- Listening to the test on audiotape.
- Having extended test- taking time.
- Taking the test in a different location with better lighting and/or with a reading machine.
- Use of a notetaker, proctor, computer- typed answers, Braille-typed answers (later transcribed into print) and use of low vision aids such as writing guides and templates.
- Any activity that occurs outside of the regular classroom will need to be discussed in advance to insure the student’s full participation. If the class occurs off- to the meeting place.
- Even if the student does not use sign language, an oral interpreter may be needed if a campus in a different setting, the student may require a guide or assistance from someone to arrive at the new location.
- If the student typically walks to class, alternate transportation may be needed. If the student uses a guide dog, insure that the lab does not interfere with the support animal, e.g. use of chemicals/strong fumes.
- If the student uses an interpreter in class, the interpreter may need to voice to the class what the student signs.
Source Retrieved 4/21/2012