With respect, the question of "how hearing impaired?" referred exactly
to the next sentence in a previous posting, which commented on the
dominant mode of communication of the student or students in question.
The chronology of the onset of deafness is itself just another medical
detail and not about social or academic issues. I understand your point
is beyond that (language difficulties), but it seems paradoxical to be
exercised by a perceived confusion and then indulge in it yourselves.
The second part of your statement clarifies for me why language
modification without the contexts you set out may be inadequate, and
why interactive clarification by a BSL signer (not necessarily, as you
say, interpretation) is better.
That is why, as I believe you will agree, decontextualised language
modification that follows, say, a short set of guidelines, would
probably fall far short of a reasonable adjustment. It would be keeping
the student at one remove from full access to the curriculum.
In all decisions we make, we have extended conversations with the
student in question. This above any decision as to what 'might' be a
reasonable adjustment is what guides us.
Iain
On Wed, 26 Nov 2003 15:05:43 -0000 Jannine Williams
<[log in to unmask]> wrote:
> In response to the discussion on hearing impaired (deaf) students and
> language modifications, please note below a summary of the view of the
> CHESS Planning Group. CHESS is the Consortium of Higher Education
> Support Services with Deaf Students. Information on CHESS and the
> Planning Group members can be found at:
> http://www.skill.org.uk/shared/chess.asp
>
>
> When considering how to support a student who is deaf or hearing
> impaired the question "How Hearing Impaired?" - with respect, is not
> really the point. The issue is one of English Language difficulties
> caused more by when the onset of deafness occurred than by how much
> hearing someone has, confusion of medical detail over the
> social/academic issue is misleading.
>
> The provision of language modification for deaf students is a skill that
> means someone adequately experienced and qualified to make language
> adaptation to papers should be engaged by the institution, this could be
> a Teacher of the Deaf or a skilled and experienced Communication Support
> Worker or Language Tutor, it is not really an interpreting function,
> except of course, depending on the interpreter, it could be. Ideally it
> would be someone who knows the student - simply changing something into
> Plain English may not be appropriate, depending on the students needs
> which should have been adequately identified at assessment stage.
>
> Anything less could be viewed, in our opinion, as not making reasonable
> adjustment.
>
> Posted on behalf of CHESS planning group
> Consortium of Higher Education Support Services with Deaf Students
> By Jannine Williams, CHESS Convenor
>
>
> Disability Adviser,
> Disability Support,
> Student Welfare Service
> (Academic Office)
> University of Newcastle upon Tyne,
> Room 201,
> Robinson Library,
> Newcastle upon Tyne
> United Kingdom
> NE2 4HQ
>
> Direct tel: 0191 222 7623 (International +44 191 222 7623)
> Text phone: 0191 222 5545 (International +44 191 222 5545)
> Fax: 0191 222 5539 (International +44 191 222 5539)
> University Website: http://www.ncl.ac.uk
>
----------------------
Iain Hood
Senior Student Adviser, Learning Support
[log in to unmask]
Student Support Services
Anglia Polytechnic University
East Road
Cambridge
CB1 1PT
01223 363271 ex 2316
|