As I reflect on April, Deaf History Month, I am always amazed at the technological advances that positively impacted the Deaf Community and Deaf Education. Tools such as live captioning, video communication, and digital creation are among the newer technologies that make learning more accessible. One of the most amazing things I have noticed in my 14 years working at a School for the Deaf and Blind is the ability to use technology to boost literacy, language development, and access! This article will share some easy tips to make your classroom or presentation space accessible for individuals who are Deaf/Hard of Hearing. Please keep in mind that ASL interpreters are also important for accessibility. The assistive technology or strategies listed below do not eliminate the need for interpreters. Still, they enhance accessibility in the classroom or presentation space. In the classroom, you must read and follow the Individualized Education Plan (IEP) or 504 of the student.
Live Captions
One easy way to make your presentation or content more accessible is the use of captions. Many platforms have built-in live captions, and a quick flip of a switch makes your environment more accessible to the individuals in the room. Captions are not only beneficial for students who are deaf/hard of hearing, but also for students who are English as a Second Language (ESL) or have processing delays. It’s also a great way to boost literacy in the classroom because students see the print word as well as hear it.
Windows 11 has made live captions available on the device without an internet connection. All you have to do is go into settings, search for captions, and turn on live captions. My preference is to put the captions above the content in larger spaces and then below the content in small group meetings. You can decide whether to place the captions at the top or the bottom, depending on the space, or ask the individuals in the room for their preference.
Use live captions to understand audio – Microsoft Support better
Microphones in Large Space
I’m here to debunk a myth called “Teacher Voice.” I am sure you have heard that phrase or maybe said it yourself. “Teacher Voice” does not exist; “I’ve been a football coach,” and then yelling across the room is not productive. A microphone ensures that all sounds are captured and delivered to the audience. When we project or yell, certain sounds can get lost. The delivery also becomes breathy, and it might not reach the other side of the room. For presenters, the microphone evens the playing field and delivers the content clearly. This also makes it easier for the captions on the computer to pick up the words clearly. For participants who are asking a question or interacting with the presenter, simply waiting for the microphone will ensure the content you have to share is accessible to the parties in the room. By establishing this norm and expectation in your space, everyone can use the microphone. It might feel weird at first, but think of the benefit to those in the room. Please use the microphone so all your peers can hear the wonderful things you have to share.
Preferential Seating and Sound Systems
Preferential seating is provided for a few reasons. Depending on the person’s hearing loss, they might prefer to sit up close or on the right or left side of the room to hear the presenter or teacher better. Another reason could be to be closer to the interpreter. By having reserved or preferential seating available, the individual can determine the best way for them to access the interpreter’s visuals and/or hear better. For students in the classroom, this information will be represented on their IEP. The Special Education Teacher or the student’s case manager can support you in understanding the student’s needs regarding preferential seating and sound systems. Your classroom may include a sound field system that their hearing aids or cochlear implants connect directly to, or they may need to sit close to the speaker.
Visuals and Wait Time
If your slide deck has a lot of text or visuals that participants will be looking at or referring to during your lesson or presentation, it is best practice to provide wait time before moving forward. This allows participants to have a moment to read the text or look at the graph before moving forward with the presentation or lesson. Especially if the user is using an interpreter, this will allow the individual to have context for what is about to be presented. My trick is to let the audience know that I will give them a minute to read the slide, or I will announce that I will read the slide, then explain. By following this process, I know how long to wait. Sometimes, wait time feels daunting, and it is very easy to want to rush through it.
Takeaway!
You never know who your audience might be or who the students you get every year might be. By incorporating some of these tips and tricks, you can make your lesson or presentation more accessible for students or participants who are Deaf/Hard of Hearing.
Please remember:
- Adding captions makes it accessible for more than students who are Deaf/Hard of Hearing. Many people can benefit!
- “teacher voice” does not exist, and that one moment of discomfort with the microphone enables accessibility for the whole room.
- Preferential seating or proximity to the speaker or the visual might be established in the room.
- Allow wait time for individuals to read the slide or content on the board before proceeding.
If we all incorporate these tips and tricks into our lessons and presentations, we are providing greater access for the individuals we are working with.
Randi Layne Mitchell, Ed.D
Professional Learning Specialist, NCCE
Twitter: @RandiLayneM
LinkedIn: linkedin.com/in/randilaynemitchell