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Working with d/Deaf students - a one day

workshop for Lecturers teaching

Art, Design and Communication

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Workshop presenters:

Diane Peacock, Project Director (Special Projects), School of Art and Design, University of Wolverhampton

Cathy Woolley Judith Mole, Director, Direct

Learn Services Ltd.

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Practicalities Food Emergency evacuations Toilets

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Programme of the Day

Welcome and introductions Brief outline of HEFCE funded projects Aims of workshop SENDA Issues in Deafness Supporting d/Deaf Students in Art and Design A Deaf art student perspective Break for lunch Art and Design academic culture and

language Teaching, Learning and Assessment and

strategies for inclusion Conclusions and any final questions

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Workshop Outcomes

At the end of the workshop delegates will:§Be more d/Deaf aware§Have a better understanding of the needs of d/Deaf students§have a repertoire of pedagogic tools specifically designed to make learning environments inclusive§Be aware of SENDA legislation and its implications for curriculum design and delivery§Have access to further sources of information and resources to share amongst colleagues

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University of Wolverhampton Innovations Projects 2000 - 2002

Extending education and career opportunities for the Deaf community with particular reference to developing generic and subject specific language skills

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The five projects - outcomes

A careers web site which promotes current art and design graduates and practitioners as role models for the Deaf community

A level 0 English for Deaf Learners course

A specialist online British Sign Language/English glossary for art and design education (www.artsigns.ac.uk)

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The five projects - outcomes

A guidance booklet for lecturers working with Deaf students

Staff development events for lecturers and technicians in teaching and assessing Deaf students

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Special Educational Needs and Disability Rights Act

2001

An amendment to the Disability Discrimination Act 1995

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SEN and Disability Act 2001

‘comprehensive enforceable civil rights’ for disabled people in pre- and post-16 education in England, Scotland and Wales. It has major implications for further and higher education institutions.

The law will make it unlawful to ‘unjustifiably’ treat a disabled person less favourably for a reason relating to their disability. Specifically, the law will make it unlawful to discriminate against a disabled person with regard to:

admissions the services the college provides to students

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SEN and Disability Act 2001

This means that a college cannot refuse admission to a student on the grounds of their disability, and the college has an obligation to make reasonable adjustments so that disabled students can access the same services their able-bodied peers can access.

An anticipatory dutyInstitutions will be expected to anticipate the needs of disabled students and applicants in making their provision accessible.

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SEN and Disability Act 2001

"The majority of case law has related to teaching and learning issues, either through direct discrimination regarding access to a course (or modules) or the inability to provide materials in alternative format in a timely manner which invariably has led to students having to defer their studies."

(Disability And Higher Education : The Australian Experience, Adams and Brown, 2001).

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Exemptions to the Act

college is not liable and where the adjustments would be seen as unreasonable. The college is not liable: -

- if the student or applicant has chosen not to declare their disability;

- if adjustment would undermine/lessen academic standards;

- they are prescribed by an external body (e.g. medical/health courses, dentistry or teacher training, some dance courses).

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Issues in Deafness

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Appropriate Terminology

Don’t use Instead use

handicapped, invalid disabled

normalnon-disabled, hearing, sighted

deaf and dumb Deaf, hard of hearing, partially deaf/hearing

impaired Deaf, blind, wheelchair user

able-bodiedNon-disabled, hearing, sighted, non-dyslexic

Retarded, simple-minded

Person with a specific learning difficulty/ disability, person with Down’s Syndrome

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Facts and figures The population of the UK is

approximately 60 Million. Approximately 8.4 million people

have a hearing loss (1 in 7). There are approximately 70,000

Deaf BSL users in the UK. 75% of people over the age of 75

have a hearing loss.

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Facts and figures 9 out of 10 deaf children are born

to hearing parents. There are approximately 400

RQI/RTI interpreters in Britain. The ratio of interpreters to Deaf

people is approximately 1:175.

0

100

200

1

Deaf People to Interpreters

Interpreters

Deaf People

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Facts and figures Only 40% of the English speech

sounds are lip-readable. Most lip reading is guess work from

the context of what is being said. Different regional accents look

different on the lips. Some invisible speech sounds have

an impact on written English.

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Deaf Education 1890 Milan Conference > 1960s Oralism 1970s Total Communication 1980s Bilingualism System is LEA dependent There are now less segregated

schools in the UK.

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Deaf Education Most independent schools are

residential They do not have to follow the

national curriculum, although most do.

Many schools have a Partially Hearing Unit.

SENDA applies to schools, so many deaf children will go into mainstream education in the future.

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British Sign Language

Deaf people use many communication modes.

BSL is a language, not a collection of gestures.

BSL is not international and has regional dialects.

Deaf people who use BSL will normally use English as their second language.

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Supporting d/Deaf in Art and Design

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Interpreting in Art and Design

They offer simultaneous translation. Students only access what is presented by the

interpreter. When unknown specialist terminology is used,

linguistic coping strategies are used: Initialisation Finger spelling Sign invention Transliteration

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Other communication support

Note-takers write at 30wpm. Spoken language is at 180wpm.

Note-takers may not be subject specialists. Note-takers are required to write everything. Students need to juggle between what

they’ve seen in a lecture and what is written down.

Lip-speaking is difficult with new unfamiliar terminology.

There are many words which look the same.

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A deaf student perspective

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A deaf art student perspective

Interview procedures individual access needs additional support at interviews must be

provided funding must be available for this Inform prospective course leaders Do remember the interpreter is not just

there for the deaf student but for you too! Don’t make assumptions on what a deaf

person can and cannot do.

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A deaf art student perspective

Making the transition Many young deaf people become

accustomed to others asserting control over their lives.

Transition to being independent and feeling like an ‘adult’ can just that little bit harder.

Fighting for better access provision can eat away at their motivation and enthusiasm for their course.

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A deaf art student perspective

Developing assertiveness Isolation Lack of awareness of responsibilities and

procedures - before university deaf students don’t necessarily need to know this.

Short notice meetings and lack of access Group work and peer learning Equal opportunity or favouritism? Maintaining your confidence against the

odds

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A deaf art student perspective

Developing assertiveness Do ensure there is support and advice

available for deaf students. Do continue to assess if access

provision is put in place is working or needs improving.

Do ensure lecturers are trained in deaf awareness.

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A deaf art student perspective

‘Fitting in’ Language Time needed to absorb academic and art and

design terminology Working with interpreters Connecting words seen with words written The need for ‘eye-breaks’ Extra, additional study is needed to keep up

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A deaf art student perspective

Conclusions Planning, preparing and providing good access

can: Reinforce their motivation and commitment to a

deaf students course and future careers. Allow deaf students to focus on their personal,

social and academic development. Transform deaf student’s lives by facilitating

confidence and independence.

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Academic Culture and the Language of Art and Design

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How might linguistics help us to define an “academic” culture?

According to Steven Pinker (1994): “Culture” refers to the process whereby particular kinds of learning contagiously spread from person to person in a community and minds become co-ordinated into shared patterns, just as a “language” or a “dialect” refers to the process whereby the different speakers in a community acquire highly similar mental grammars.

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Language issues in HE

Complex specialist terminology Understood by subject specialists Heavy reliance on tacit knowledge and prior

understanding of key concepts and terminology. Critical/contextual language concepts often difficult

and open to misinterpretation. Utilises many homographs and homophones, e.g.

“form”. Uses many ‘borrowed’ words, e.g. “bat”, “render”,

“pushing”.

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Complex specialist language

Some common themes and terms

But many inherent differences between the language used and its meanings in art/design/craft/media

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Some of the language functions in art and design

Describing Discussing Evaluating Ascribing meaning Confirming understanding

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Language (for example descriptive, metaphorical, evaluative language) is used to help students develop -

Visual thinking Ideas development Design development Creative thinking Abstract thinking Making by doing Issue based activity Critical argument

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Critical language skills enable students to explore and express -

Rationale Creative intention Context Meaning Relationship to audience Value Ethical position Fitness for purpose

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Polemical use of language helps students to understand how to -

Articulate their own ideas and intentions based on own values

Argue cogently for particular solutions

Articulate controversy Defend chosen values

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Staff and students use metaphorical language extensively to articulate meaning. This includes use of:

Sign and signification Symbol Representation Motivational intent Association Intentional and random

connections contributing to process and product

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Meaning and intention is established and qualitative judgements made by interrogating for example-

If appropriate, how the work does or does not meet the demands of the “brief”?

What the work is about/who or what it is for? What sources and references informed the work? Reasons and justification for how it is designed (created)/

made and the materials and process selected. Reasons and justification for how it will be manufactured,

distributed and/or displayed What impact (if any) have current visual/cultural/

social/political/economic factors had on how the work developed?

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We need to add to these factors -

Awareness that for many Deaf students English is a second language.

The fact that Deaf students access meaning through an interpreter, lip-speaker or note-taker (the majority of whom will not be specialist language users).

Further complicated by the need to understand the meta-language of current higher education (modules/outcomes/assessment regimes etc).

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and - That confirmation of learning is usually

confirmed by discourse:

“It is discourse which propels language acquisition, and it is shared meaning in interaction which is of critical importance. It is this which is most at risk in children with limited hearing” Kyle and Woll (1988)

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Deaf students and language acquisition

Students may see many different signs for one word.

They may not be able to relate their notes to what they have seen in a lecture or laboratory session.

A high degree of bilingualism is needed to cope with HE study.

There is little BSL/English reference material available.

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Teaching, Learning and Assessment: Inclusive practice in Art, Design and

Communication

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Re-iteration of Deaf students’ needs and characteristics

All d/Deaf students are individuals and have individual needs.

Deaf students use a variety of communication methods to suit their particular needs as a Deaf person.

Depending on when the person became deaf, they will have variable levels of confidence and skills in the use of English.

Many Deaf people do not use English as their first language.

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Teaching Issues

Identifying ‘good practice’ in teaching Deaf students. Understanding the relationship between physical environment (sound, lighting, classroom layout, etc.) and learning. Understanding how different approaches to classroom management can affect the Deaf student.Working with support staff to maximise learning.

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Teaching Issues

Understanding how good communication can increase access to learning for Deaf students.

Understanding the significance of ‘plain English’ and the provision of explanatory glossaries for Deaf students in the acquisition of specialist skills and knowledge at introductory HE level.

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What can academics do?

Provide information/handouts in advance of any teaching session.

Use plain English and include glossaries where possible. This enables Deaf students and support workers to better absorb the content of both your written and oral material.

Work closely with interpreters and other support workers to understand their needs and thereby maximise their input.

Make sure you manage ‘classroom interaction’.

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Teaching Issues

Remember Deaf students will need to do extra study, just to keep up.

Ensure that there is support and advice available for Deaf students.

Continuously review the support available.

Ensure that lecturers are trained in deaf awareness.

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This means, for example, when you are working with Deaf students:

Get the student’s attention before speaking and speak clearly at a normal pace.Try talking to the student first, if both of you feel you are not communicating well, then try writing things down.To help maximise lip reading communication, hold your head up straight and don’t cover your mouth with anything.

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Teaching Issues

It may be that what you are saying is not lip-readable; in that case re-phrase it.Don’t raise your voice or over-exaggerate your lip-patterns.Make sure you are ‘facing’ - not in front - of a light source (window) so that the student can see your face clearly.Don’t walk up and down, thus altering the sight-line to your mouth.

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Teaching Issues

Try to minimise the surrounding noise or move position.

If the student is using a support worker interpreter/note-taker/lip-speaker-always address the student, not the support worker (even though the student may not be looking at you).

Remember the Deaf student can either watch you/their interpreter OR look at the power point/handout.

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Teaching Issues

Use any notes taken by the note taker to ascertain what the student is going to receive.

Offer the student a chance to ask for clarification.

Construct your delivery to accommodate regular breaks for the Deaf student and their support worker.

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Group work and crits

When everyone is speaking in rapid succession or contributing simultaneously, it is impossible for Deaf students to contribute.

Regularly summarise complex discussions. When students are working in groups use

‘ordered brainstorming’ or provide a sequential critical commentary.

When ‘demonstrating’ in the laboratory use consecutive instruction techniques.

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Assessment issues

Ensure equitable treatment in assessment (consult your Disabilities Officer if unsure).

Be clear about exactly what is being assessed.

Make sure students can ‘access’ what is being assessed.

Ensure equal treatment for all students. Devise alternative assessment strategies

where appropriate.

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Equality of opportunity in education and employment

The need to encourage more d/Deaf students to participate in Further and higher Education

The need to raise academic and support staff awareness of the specific needs of d/Deaf students

The need for positive role models in education and employment

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Equality of opportunity in education and employment

The need for Further and Higher Education to maximise work experience and placement opportunities for d/Deaf students

The need for HE/Employer joint projects that champion the achievements of d/Deaf students and professionals

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Conclusions

Making reasonable adjustments to our admissions and Learning, Teaching & Assessment practices will -

encourage more d/Deaf people into Higher Education and enable them to achieve their potential

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Conclusions

and as Cathy Woolley stated earlier……... “Reinforce the motivation and commitment

of Deaf students to their chosen course and future career”.

“Allow Deaf students to focus on their, personal and social as well as academic development”.

“Transform Deaf students’ lives by facilitating confidence and independence”.

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Conclusions

…..and Enable academics to reach and inspire a wider

audience and enhance their pedagogic skills for the benefit of all students.

In time, to provide more ‘role models’ for young Deaf people wishing to enter HE and the professions.

In time, to provide more ‘role models’ for Deaf people wishing to enter academia and research.

Enrich the professions and academia with the contribution of Deaf people.

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More information

Please see:

www.wlv.ac.uk/teachingdeafstudents www.deafandcreative.ac.uk www.artsigns.ac.uk

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Any Questions?