Accessible environments for deaf students

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There are particular issues that need to be taken into account to provide an accessible learning environment for students who are deaf or hard of hearing. Most of these should be considered before embarking on a teaching session and are discussed elsewhere in Preparing to teach inclusively.

The following questions may help you ensure that your teaching environment is accessible for deaf and hard of hearing students.

• Is the room suitable, with good natural light? Can you position yourself in the room so that your students can see you clearly? Make sure that the light falls on your face from the front – do not stand in front of a window or a source of bright light as this puts your face in shadow. Remember that if the room lights are lowered to show slides or a film it will be difficult or impossible for a deaf student to lip-read or to see the interpreter or lipspeaker. Localised task lighting may be the answer.

• Is the room quiet? Background noise should be reduced as far as possible so the student can maximise their useful hearing. Turn off fans and OHPs when not in use. If possible, avoid rooms with hard floors, high ceilings, large windows and breezeblock walls, all of which reflect sound and can cause echo. Materials such as carpets and curtains damp down echo and cut down unwanted reverberations.

• Is there an induction loop in the lecture theatre or seminar room? Rooms with a fixed system should have a standard sign that indicates its presence and reminds hearing aid users to switch to the T position on their hearing aid. If there is no fixed loop you may be able to request a portable room loop, or a conference loop that can be used where students are sitting around a table.

• Are your seating arrangements suitable? Where possible, make sure your teaching room has flexible seating arrangements. Bearing in mind the guidance in Preparing to teach inclusively, the best course of action is to ask the deaf student where they and their support worker would like to sit and how they would like the furniture to be organised to maximise communication and participation. Some deaf or hard of hearing students may need to sit at the front of the lecture theatre in order to lip-read more effectively or to see their interpreter. Interpreters or lipspeakers normally sit or stand opposite the deaf student, often next to the speaker. In a groupwork situation the deaf student needs to be able to see the faces of all those taking part, so it may be best to arrange the seating in a circle or horseshoe layout.

• Does the room have the necessary facilities? For example, a suitable table for an electronic note taker and convenient electrical sockets? A deaf student’s note taker may use a laptop to take notes and require access to power. Rather than use a loop, a deaf student may wish to use a radio aid, in which case you will need to carry the receiver and wear a microphone.

How buildings can be improved for deaf users (PDF, 238kb) provides some useful tips.

1. Inclusive teaching
2. Universal Design for Learning
3. Preparing to teach inclusively
   1. Developing an appropriate and inclusive teaching strategy
   2. Making appropriate reasonable adjustments
   3. Providing an accessible and safe learning environment
      1. Accessible environments for visually impaired students
      2. Accessible environments for deaf students
      3. Accessible environments for students with specific learning difficulties
      4. Accessible environments for students with mental health difficulties
      5. Accessible environment - mobility and dexterity
4. Sustaining self-esteem and motivation
5. Barriers to learning
6. Specialist support staff
7. Assistive technologies
8. Learning environments
9. Learning materials
10. Academic assessment