Guiding Success: Working with Students who are Deaf or Hard of Hearing

Guiding Success: Working with Students who are Deaf or Hard of HearingPresented byJason Anderson &Jen Hayes1Jason AndersonDeaf & Hard-of-hearing advisor

Why am I here?Deaf, Hard of Hearing, & Physical Disabilities Advisor at UW-Milwaukee1 year Extensive experience with D/hh and disability issuesAdvisor and former student Sociology MajorLate deafened at 22 and used campus servicesUsed Captioning services until I learned sign languageWhy am I here?Over 50 D/hh students- many the same experience as myselfMany students graduate but dont easily find jobsBig signing population on campusMany common obstacles- guidance needed

2Jen Hayes, BS, NIC

UWM AlumniAdvisor for Interpreter Training Program and American Sign Language StudiesNationally Certified Interpreter with nine years experienceAdvising InterestsStudent SuccessRetentionCollaboration & Connections

3How many of you have worked with a student who is Deaf or Hard of Hearing in the past?

How many of you have no experience with Deaf or Hard of Hearing students?

Jason (Jen can add if needed)

Answers might be slightly skewed because many universities have only a few D/hh students

Did you feel awkward the first time?

How did things improve after first meeting?4Why is this workshop important?Understand D/HH student DemographicProvide tools for D/HH interactionUnderstand importance of cross-campus collaboration

JenOftentimes, advisors are not aware of unique struggles for D/HHDeaf and Hard of Hearing Students are a large part of the student body5TerminologyAcceptable TerminologyHard of Hearing Deaf/deafLate deafened

Terminology to AvoidHearing ImpairedDeaf & DumbDeaf-Mute

Jen

Before we start, clarify some terminology6D/HH StudentDiverse backgroundsLanguage PreferencesHearing aids/ALDCochlear ImplantProfoundly DeafHearing lossDeaf +

Jason

animation on click for each7D/HH Student IdentityCulturally Deaf (Deaf)Not culturally Deaf (deaf)Ethnic/Racial DiversityEmbarrassed about hearing lossUnsure of identity

Jason

Hearing family- for prospective students- hearing parents may want to take over the meeting (used to taking care of the deaf student)8D/HH Student Educational Experiences (prior to college)Mainstream Public SchoolDeaf Residential SchoolMixed Educational ExperiencesCommon Educational StrugglesEnglish Lack of Support Lack of opportunity for Incidental Learning

Jen- where education happens- family structure influences education- hearing vs deaf familyJason- important to note the common educational struggles so that you can have an idea of what may be appropriate recommendations for these students

Lack of support- IEP under IDEA

English- (Reading, Writing & Math)Lack of Support (Academic & Personal)

9Transition to CollegeWhat are some common obstacles you think deaf and hard of hearing students experience in their transition to college?

AccessibilityMeeting with AdvisorsUsing campus resources wiselyChoosing a MajorSelecting a CareerDeveloping as a ProfessionalDeveloping as an Individual

Jason- question

Jen- there are many obstacle and these are the topics we chose to cover today overview of topics10Accessing AdvisingCurrent Student ExperiencePossible SolutionsAppointment SchedulingInterpreter RequestsWalk in VS Pre-scheduleSelf-Advocacy Experience

Sensitive to availability of interpreterAsk all students- do you require an accommodation?Include on formsStaff hires the interpreter

Jason- current student experienceJen- Possible solutions

Jason: Current student experience:Need to schedule an advising appt, then an interpreter. Needs several days notice and if no terps available, rescheduSchedule terp first and wait for walk-in advising. If over time, need to reschedule or terp needs to leave

Jen: If staff hires the interpreter, you know when to expect your invoice and you will know that an interpreter is coming in for that student appointment.Training Staff to prioritize requests for walk in advising- student has limited time with terp11d/hh InteractionsCurrent Student ExperiencePossible SolutionsStaff are inexperienced with service providers Unfamiliar with d/hh interactionsTalking LoudOver- enunciating Assumption about lip readingAssumption about ASL

Learn how to work with service providersPen & PaperTextingTyping in a Word DocumentAsk all students for their communication preferencesWork closely with ARC

Jason- current student experienceJen- Possible solutions

Jason: many people are unfamiliar with best practices on communicating with D/HH people, so here is what commonly happens

Jen: Training Staff to prioritize requests for walk in advising- student has limited time with terpService providers- i.e. interpreters- still maintain eye contact and speak directly to the student to build that relationship- the interpreter is a part of the interaction, but not the person you are communicating with 12Accessing campus resourcesCurrent Student Experience Possible SolutionsReferral to D/HH AdvisorBe explicit with explanations and dont make assumptionsEncourage students to get involved, explain whyCollaborate with staff who interface with D/HH students

Inadequate exposure to information Lack of incidental learningRely on peers for information

Jason- current student experienceJen- Possible solutions

Incidental learning- reiterate the lack of opportunity with d/hh students (Jason give example)

Possible solutions- repeated exposure to information is key- the same as you would reiterate with other students

Being explicit and not assuming that a student understands- an idea would be to summarize your meeting with the student in a follow up email or in person

Collaboration will help students receive info from other sources outside of deaf peersExample of collaboration or reaching students- come to events on campus like Kick Off or other SSA or D/HH or ASL events13Choosing a major & careerCurrent Student Experience Possible SolutionsEncourage students to DREAM BIGIf students want to pursue a typical major ask the student to reflect on :What are the job prospects for you in that field?How will you set yourself apart from other D/HH applicants?Think about why an employer should choose YOU- plan for it.

D/HH students typically choose:Deaf EducationASL StudiesGraphic DesignArt & Design programsMajors that lead to a job with minimal hearing community interactionJen- current student experienceJason- Possible solutions

Encourage students to limit their options to only careers in the D/HH community

Technology improvements have allowed more job opportunities for D/HH people

14develop as an individualCurrent Student Experience Possible SolutionsEncourage students to engage in campus activities and organizationsCross-campus collaboration Reach out to the D/HH studentsEmpower the students to advocate for themselves

Strong D/HH connectionsLack of Staff connections outside of D/HH advisor Depend on D/HH Advisor to advocate on their behalfJason- current student experienceJen- Possible solutions

Connecting with the D/HH advisor will help you come up with ways to connect with the D/HH student

Reaching out to the student does not mean that you do everything for that student.

Advocacy in college sets them up for success in the workforce- being self-sufficient will pay off when it comes time for employment

over-accommodation leads to laziness

15develop as professionalCurrent Student Experience Possible SolutionsCollege JobDevelop a plan with the studentCareer focusedEmphasize practical experienceRefer to CDCReview career preparation at each advising session

COLLEGE = JOBStudents are not always career focusedDont understand long-term effects of decisions made in collegeNetworking is limitedJen- current student experienceJason- Possible solutions

Networking, again, is usually contained to the deaf community or to hearing people who work with the deaf community

Refer to CDC- encourage students to develop a resume and focus on enhancing the resume while in college16Collaborative service Model to improve D/HH student experienceExamplesCross-department collaborationCross-organization collaborationCommunity collaboration

Outcomes for D/HH StudentsIncreased sense of connection to UWMIncreases retentionDevelopment of networking opportunitiesImproves eventual employment outcomesJason (& Jen)

Cross-department collaboration- ITP, ARC ,ASL Studies, Advising, Testing center, CDC, etc Cross-organization collaborationUWM SSA, LLC, student organizationsCommunity collaboration- Independence First, DVR, PIE, SSA,

17ResourcesDVR- www.dwd.wi.govStudent Accessibility Center- www4.uwm.edu/sacInterpreter Training program- http://www4.uwm.edu/soe/academics/ex_ed/itp.cfm American Sign Language Studies Program- http://www4.uwm.edu/soe/academics/ex_ed/asl-studies.cfm Pepnet- www.pepnet.org Social Security Administration- www.ssa.gov ADA- http://www.ada.gov Center for Career Development- www4.uwm.edu/cdc/Center for Community-Based Learning, Leadership, and Research- www4.uwm.edu/community/ DSSHE- http://listserv.buffalo.edu/cgi-bin/wa?A0=DSSHE-L Jason18Contact informationJason Andersonanders96@uwm.edu414-937-5785Jen Hayesjrhayes@uwm.edu414-229-4663

QUESTIONS?Jen & Jason19