Effective Tutoring
Practices with Deaf and
Hard-of-Hearing Students
Hard-of-Hearing Students
Cheryl D. Davis,
Ph.D.
Martha R. Smith,
M.S.
Northwest Outreach
Center
Western Oregon
University
| This training module is one of several
modules developed for trainers in the Postsecondary Education Programs Network Modules System. It was developed by Martha Smith, co-director of
the Northwest Outreach Center and director of the Office of Disability
Services at Western Oregon University, and by Cheryl Davis, coordinator of
the Northwest Outreach Center (NWOC). Questions about this module should be
addressed to Cheryl Davis, davisc@wou.edu, 503-838-8642 (V/TTY). |
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| The target audience for this module is
trainers of tutors working at the postsecondary level who provide services to
deaf, hard-of-hearing and late-deafened students. The information presented
here targets tutors who are new to working with deaf and hard of hearing
students, and who would be working with students on their own or through an
interpreter. Because tutors may be the student’s peers, professional tutors,
or even the instructor of the class, you will want to evaluate each slide as
to how appropriate it will be for your particular audience. |
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| See the last page of this handout for a
list of internet resources related to tutoring and writing skills (thanks to
Kim Brecklein at PEC affiliate Tulsa Community College for permission to
include her list of resources). This page will also be maintained on the NWOC
website at http://www.wou.edu/NWOC/tutorlinks.htm . Updates will be posted
there. |
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| Many thanks to Vince Daniele, Department of
Science and Mathematics at the National Technical Institute for the Deaf;
Richard Postl, Deaf and Hard of Hearing Services Coordinator, University of
Wisconsin, Madison; Judy Jonas, Fair Lawn Deaf Program, New Jersey; and Kathy
Konicek, DoIT, University of Wisconsin-Madison for their extensive feedback
and sharing of techniques and experiences with me. Also thanks to Annette
Leonard, Julie Simon, and Elisa Maroney of Western Oregon University for
their reviews of early versions of the module. |
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