Working with Students Who Are Late-Deafened. NETAC Teacher Tipsheet.

Autor/in	Clark, Mary
Institution	Rochester Inst. of Technology, NY. National Technical Inst. for the Deaf.
Titel	Working with Students Who Are Late-Deafened. NETAC Teacher Tipsheet.
Quelle	(1998), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Accommodations (Disabilities); Access to Education; Augmentative and Alternative Communication; Classroom Communication; Classroom Environment; Classroom Techniques; Deafness; Helping Relationship; Higher Education; Notetaking; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Education; Access; Bildung; Zugang; Bildungszugang; Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Gehörlosigkeit; Taubstummheit; Helfende Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This tipsheet provides suggestions to help teachers work more effectively with students who are late-deafened. Suggestions include: (1) allow time for the student to introduce himself and discuss possible needs; (2) learn the basics of CART (Computer-Aided Realtime Translation) and other communication options; (3) learn the basics of using interpreters and those interpreting methods that may be used by students with late-deafness; (4) learn the basics of the Americans with Disabilities Act and Section 504 of the Rehabilitation Act; (5) ask the student to help with notetaking; (6) be aware of environmental issues; (7) repeat questions and answers; (8) remember that English is the primary language of the student who is late-deafened; (9) regulate cross-talk; (10) identify speakers so that the student knows who is speaking and the CART person can also type in that information; (11) provide access for out-of-classroom activities; (12) look directly at the student who is late-deafened when speaking; (13) enunciate clearly and try to speak at a normal pace; (14) provide visual aids whenever possible; (15) if possible, allow time after class for the student to ask questions privately; and (16) take advantage of the disability service coordinators or other resources. (CR)
Anmerkungen	Northeast Technical Assistance Center, Rochester Institute of Technology, National Technical Institute for the Deaf, 52 Lomb Memorial Dr., Rochester, NY 14623-5604. Tel: 716-475-6433 (Voice/TTY); Fax: 716-475-7660; e-mail: netac@rit.edu; Web site: http://netac.rit.edu. For full text: http://www.netac.rit.edu/publication/tipsheet/lated.deaf.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01