How Technology Benefits Students as Well as Focus on Deaf and Hard-Of-Hearing Students
Many common learning modes that people take for granted -- lectures, discussion groups, and even one-on-one conversations -- can be a struggle for those who have any level of hearing difficulty. However, that doesn’t mean a college degree is out of reach. Today’s wide range of tools, devices, and systems can help students who are deaf or hard of hearing thrive in an educational setting. This guide focuses on those resources, tech tools and expert tips that students of all ages can use achieve academic success.
Students who identify themselves as hard of hearing may or may not communicate using American Sign Language (ASL.) Students who identify themselves as deaf consider themselves part of the group of people who share a common language (ASL) and culture. These students may request an interpreter, while those who are hard of hearing may prefer an assistive listening device. Technology is a powerful tool that can be used to enhance higher education for the deaf and hard of hearing. Classrooms and institutions currently use a variety of hardware and software to assist students with hearing loss. Other support services are available to students online. E-textbooks are becoming more and more prevalent in college settings. More than half of U.S. higher education students have used this format for at least one class. Accessible on computers and other electronic devices, the additional features available in this book format may be advantageous for deaf and hard of hearing students. Interactive features such as polls, quizzes, note sharing and instructor annotations facilitate collaboration and interaction with the text, other students, and the professor. Students with mild to moderate hearing loss often find it helpful to use digital recorders. These capture lectures as sound files which can be stored in a device and replayed at the student's leisure. This can be especially useful in large seminars or locations not equipped with other assistive listening devices.
This corequisite course consists of 1 hr of remedial grammar instruction per week in addition to the four contact hours of academic writing instruction that they receive.
Only a small amount of variance in overall writing was explained by demographic variables, although demographic variables explained a substantial amount of variance in the sub-scores of contextual language and story construction.
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