1	Defining Communication Access for Students with a Partial Hearing Loss* *Including Cochlear Implant Users
2	PEPNet Regional Centers http://www.pepnet.org
3	The Agenda How does a partial hearing loss affect what you hear? What are the listening requirements in academic settings? What are the possible accommodations? How do I match the accommodation to the needs of the student in that setting?
4	Consumer Profiles Bill Late Deafened Master’s program John Cochlear Implant 1 year ago Freshman Mary Uses ALDs and notetakers Senior
5	Myths & Misunderstandings “What’s the big deal? You hear ‘pretty good’” “You speech read, right?” “Your hearing aids ‘fix’ it.” “You can hear if you want to.” “You don’t need accommodations… Your speech is clear, so you hear well, You heard me fine in my office, You talked to me on the phone.”
6	What can the student hear?
7	Hearing Aids/Cochlear Implants What do hearing aids do? What do cochlear implants do? What is a signal to noise ratio?
8	You want me to what??? Definitely understood Fairly certain he understood Certain he did not understand Certain he understood (but didn’t) Doesn’t know he didn’t hear
9	The Goal of the College Classroom Introduce new ideas/concepts Develop vocabulary Challenge the student Develop critical thinking skills Train job skills Prepare students for life’s challenges
10	Evaluating Student Progress Ask questions Answer questions Offer help Convince Challenge Correct or clarify Contribute ideas Share experiences Join in Joke Argue Flirt
11	Conversation vs. Lecture One way Minimal Eye Contact Ask limited questions Little opportunity for response/feedback Responsible for info Notetaking required Two way Eye Contact Ask for clarification at any point Respond to elicit clarification Limited responsibility for info No notetaking required
12	Auditory Cues: Content and… Meaning Types of sounds Change in speakers Importance of content to speaker= Importance of content for student Nationality of speaker/film Personality of speaker Social cues
13	Positive Outcomes of Access Build self esteem Build relationships Develop reputation Share experiences Internal comparison Develop leadership skills Develop professional identity Enjoy learning new information Get that date
14	Negative Outcomes “Communication is irreversible.” Left out/isolated Stuck up/Rude Dumb Nerd/not ‘with it’ Socially inept Uninformed/Slacker Stressed out=performance reduced
15	Coping: Self-Accommodation Limit social interaction Use speech reading Include breaks Set up environment Sit up front Request quiet environments Sit where can scan room easily Tune out Lead conversation Ask for clarification Join support groups ‘Overstudy’ Get info from others Professor hop “I’ll be fine.”
16	Possible Accommodations Notetakers Assistive listening devices Interpreters (oral, cued speech, sign) Acoustically treated rooms Materials provided in advance Schedule breaks Speech-to-text options
17	Speech-to-Text Options Notetaking (20-30 wpm) Computerized notetaking or typing (40-80 wpm) Automatic Speech Recognition (up to 160 wpm) Commercial programs: Dragon, Via Voice Liberated Learning Project I-Communicator
18	Speech-to-Text Options Summary Transcription (80-160 wpm) TypeWell C-Print Stenographic (220+ wpm) Real-time Remote IP Phone Automatic Speech Recognition
19	Other Considerations Evaluating the Service Notes vs. transcripts Intellectual Property Establish policies http://www.stsn.org
20	Evaluating Access Options Instructor Accents/facial hair Organization/Skill Rate of speech Room acoustics Student Speechreading ability Skill in assimilating information Past accommodations
21	Evaluating Access Options Difficulty of vocabulary Major vs. elective Undergraduate or graduate Competitive atmosphere Developing professional network Presence of a communication cop Lecture vs. discussion Degree of hearing loss…?
22	Consumer Profiles Bill Late Deafened Master’s Program John Cochlear Implant 1 year ago Freshman Mary Uses ALDs and notetakers Senior
23	Resources PEPNet http://www.pepnet.org PEPNet Resource Center http://prc.csun.edu Nat’l Center on Deafness Special Projects http://wrocc.csun.edu Speech-to-Text Services Network http://www.stsn.org Dept of Education Office for Civil Rights 1-800-421-3481 (v), 202-205-5166 (tty) ocr@ed.gov
24	Developed by: Cheryl D. Davis, Ph.D. WROCC Outreach Site at Western Oregon University Monmouth OR 97361 503-838-8053 (v/tty) 503-838-8228 (fax) davisc@wou.edu http://www.wou.edu/wrocc WROCC@WOU is a hub of WROCC/PEPNet.