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Teach
Information for Instructors
Guidelines for Instructors
- Acknowledge the notetaker's role. The notetaker is in the classroom to enable communication between the student with a hearing loss, the instructor, and the student's classmates when appropriate for in-class discussion, labs, etc.
- Consider classroom arrangement. For interactive situations, circles or semi-circles work best for students with hearing loss.
- Establish the notetaker's location. The student and notetaker will discuss where the notetaker should be seated to provide the greatest benefit for the student while minimally distracting other class members. The notetaker may need access to an electrical outlet to be sure the computer won't die in the middle of a lecture. In class, the notetaker may choose a location where overheads or other media is visible and can be reflected in the notes.
- Share lecture content. Familiarity with the subject matter will enhance the quality of the notes taken. If possible, meet with the notetaker to share outlines, texts, agenda, technical vocabulary, class syllabus and any other background information that would be pertinent.
- Speak directly to the student. and be sure you have the student's attention before speaking. There is no need to add "ask him..." or "tell her...", when using a Computer Notetaker. The student will make eye contact with you, speechreading your message directly. The student's gaze may move toward the computer screen if your message is unclear, or if the student wants to check their understanding of what you've said. This is normal and natural, as only about one-third of English speech sounds are visible on the mouth.
- Spell out technical words. It is helpful to have technical terms or jargon relating to a particular discipline or concept to be spelled or written out, either on the chalkboard, an overhead projector or in a class handout.
- Speak at a reasonable pace. Notetakers can usually keep-up with the pace of a lecture; however, if you plan to read a passage during class, don't rush through it. People tend to speak more quickly when reading, and the flow of information is different than when one is speaking extemporaneously, as is the case in most lectures.
- Encourage communicating in turn. It is important that only one person speak at a time; therefore, encourage students to wait until you recognize them before speaking.
- Allow ample time for reading. Students with hearing loss cannot read and watch the computer screen at the same time. Avoid talking while students are focused on written work or overhead projections/multimedia presentations.
- Repeat or paraphrase questions and responses. When questions are asked, be sure to repeat or paraphrase questions before a response is given.
- Allow ample time for questions. During class discussions or question/answer periods, give the student ample opportunity to raise his/her hand, be recognized, and ask questions. The computer notetaker may "voice" for a student who doesn't have easily understandable speech. Making time for questions allows the notetaker to finish typing for the current speaker and enables the student with a hearing loss to fully participate in class.
- Incorporate strategic lecture breaks. Plan periodic breaks, so both student and notetaker can get a rest from the rigors of notetaking or speechreading. For the student, receiving information visually without breaks can be tiring and cause eye fatigue. For the notetaker, relaying information for the student while simultaneously processing new information from the speaker can create mental and physical strain.
- Use captioned media. Captioned films or videotapes are strongly recommended to allow the student with direct visual access to the information. However, if you are planning to show a movie or use other audiovisual materials without captioning, inform the notetaker beforehand. The notetaker may ask to borrow the media to provide the student with a transcript allowing full access to the information contained in the video.
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