one of the student in the class has hearing impairment how will you say the accessibility option of your school computer so that he can also use a computer like other students
Answers
Answer:
Introduction
There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with hearing impairments. In considering alternative forms of assessment, equal opportunity, not a guaranteed outcome, is the objective. You are not expected to lower standards to accommodate students with a disability, but rather are required to give them a reasonable opportunity to demonstrate what they have learned.
First Day
Include a statement in your course syllabus regarding accommodation issues for students with disabilities. See the Suggested Disability Statement for course syllabi.
Invite students to self-identify on the first day of class by making a public statement such as: "Please contact me to discuss disability accommodations."
Lectures and Other Teaching Sessions
Keep instructions brief and uncomplicated as much as possible. When repeating instructions, repeat exactly without paraphrasing.
Clearly define course requirements, the dates of exams, and when assignments are due. Provide advance notice of any changes.
Present lecture information in a visual format (e.g., chalkboard, overheads, PowerPoint slides, handouts, etc.).
Use more than one way to demonstrate or explain information.
When teaching, state objectives, review previous lessons and summarize periodically.
Make instructional on-line course materials available in text form. For that material which is graphical in nature, create text-based descriptions of material.
Repeat the comments and questions of other students, especially those from the back rows. Acknowledge who has made the comment so students who are deaf or hard of hearing can focus on the speaker.
When appropriate, ask for a hearing volunteer to team up with a student who is deaf or hard of hearing for in-class assignments.
If possible, provide transcripts of audio information.
Allow several moments extra for oral responses in class discussions.
In small group discussions, allow for participation by students with hearing impairments.
Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter.
If there is a break in the class, get the attention of the student who is deaf or hard of hearing before resuming class.
People who are deaf or hard of hearing often use vision as a primary means of receiving information. Captioned videos, overheads, diagrams, and other visual aids are useful instructional tools for students with hearing impairments.
Be flexible: allow a student who is deaf to work with audiovisual material independently and for a longer period of time.
Assist the student with finding an effective notetaker from the class.
Provide hand-outs (preferably electronically) in advance of lectures and seminars.
Ensure key notices e.g. regarding cancellations or re-scheduled classes, are also announced in ways that are accessible to deaf or hearing impaired students.
In lecture/discussion classes, take care over seating arrangements and encourage people to take turns to speak. Work with the student on strategies to help them participate fully and find out if they wish any other adjustments.
Circular seating arrangements offer students who are deaf or hard of hearing the best advantage for seeing all class participants.
When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
Make field trip arrangements early and ensure that accommodations will be in place on the given day (e.g., transportation, site accessibility). Provide plenty of warning so a personal assistant or adaptive equipment can be arranged as appropriate for laboratory work and field trips.
A health and safety assessment for the student may be necessary in certain situations, and should be carried out beforehand. 'Reasonable adjustments' must be considered in the light of any perceived risk.
Individual induction to laboratory or computer equipment may be helpful
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