RRCD Brownbag Lunch Series Presents: PublicSpeaking

1
RRCD Brownbag Lunch Series PresentsPublicSpeak
ing?

• Working with Deaf Students and
  Interpreters in Presentational Contexts
• Presented by Elisa Maroney, Emily Plec, Cheryl
  Davis

2
Survey

• Faculty
• Interpreters
• Students
• Deaf
• Hearing

EM
3
What issues might arise

• In group participation?
• In student presentations?
• In evaluating presenter?
• In evaluating participation?
• What institutional policies might impact these
  issues?

CD
4
What issues might arise

• Between the interpreter and Deaf student?
• Between the Deaf student and instructor?
• Between the Deaf student and hearing students?
• Between the instructor and the interpreter?
• What institutional policies might impact these
  relationships?

CD
5
What issues might arise

• Why not waive?

CD
6

• LISTSERV POST
• I have a deaf student who is enrolled in a
  speech class, and the task of the class is to
  prepare and deliver speeches by researching,
  organizing, writing and demonstrating techniques
  of effective delivery. The student talked to the
  teacher and expressed a reluctance to take the
  course . . . . I recommended a waiver of the
  Speech class and requirement as the best
  solution. . . . This waiver would even follow her
  to the college she plans to attend. After
  agreeing on the waiver with the instructor as the
  best option, the student now suddenly has stated
  that she wants to stay in the course and have the
  interpreter give all the speeches for her. It has
  been explained to the student that giving
  speeches is the primary and essential element of
  the class and she has the option of giving the
  speeches or taking a waiver.  The waiver is a
  reasonable accommodation.

7
Some of the challenges

• Thinking ahead more
• Communicating with the student
• Becoming more aware of my movements and myself as
  an obstruction to the interpreter
• Evaluating student and peer presentations
• Feeling like a failure

EP
8
Our Story How the collaboration came about

• ASL/English Interpreting Program
• Speech Communication
• Regional Resource Center on Deafness

EP
9
Genesis of Service Learning

• Translations
• Brochure
• Student Research
• IRB
• Interviews
• Surveys

EM
10
Whose class is it, anyway?

• What is the course subject?
• How many students?
• What is the instructional format?
• How long is the class?
• What are the presentation activities?
• What are the group activities?
• How is the student evaluated on presentations?
• On participation?

EM
11
Whose class is it, anyway?

• Discussion
• What issues could arise in this content class?
• What issues might arise within the various dyads?
• What issues might arise in regard to group
  participation, student presentations, and
  evaluation?
• What issues might arise with regard to this
  particular instructional format?

12
QA
13
Preliminary Findings

• FACULTY WANT . . .
• The opportunity to work with more deaf students.
• More feedback and advice from Interpreting staff
  and faculty.
• For everyone on campus to know some sign
  language.
• More tolerance and awareness from other faculty
  and student services staff.

EP
14
After all . . .

• For every consideration a teacher might make for
  a deaf student, there are probably ten non-deaf
  students who could benefit from the same
  additional supportsuch as having materials ahead
  of time.
• -WOU Faculty Interview