1 / 14

Listening to the Deaf

Listening to the Deaf. Who is the expert? Presented by John Webber Sussex Downs College ALT-C 2005 . This presentation. The problem And the proposed solution The development process And the product (demonstration of pre-release version) Initial evaluation Discussion / questions

quynn-petersen
Download Presentation

Listening to the Deaf

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Listening to the Deaf Who is the expert? Presented by John Webber Sussex Downs College ALT-C 2005

  2. This presentation • The problem • And the proposed solution • The development process • And the product • (demonstration of pre-release version) • Initial evaluation • Discussion / questions • Next steps • This project and related developments

  3. The problem • Large FE college • Small number of deaf students • Therefore… • Deaf students minority voice • Staff have limited experience of teaching deaf… • …and limited understanding of range of needs • But… • Universal “deaf awareness” training impractical • Rather provide training when needed • Yet this hard to schedule at short notice • “Just in time, just enough, just for me”

  4. Proposed solution - 1 • Rooted in earlier work • QE: DDA related CD for Tourist Industry

  5. Proposed solution - 2 • Rooted in earlier work (continued) • Video resources to support deaf students • Recognition of how much we could learn • From deaf students and support workers • Yet most staff have had little previous contact • In the words of one deaf student in the team:

  6. Proposed solution - 3 • Online video rich resource • Short clips and activities (indexed) • Available to staff when needed • But who would provide the expertise in Deaf Awareness? • Communication Support Workers clear on who the experts were: • Deaf students and staff themselves! • Hence • Main input by deaf students and staff

  7. Meet the stars

  8. The Development Process • Working with learning support team and students • Engagement of deaf students and staff grew: • Interest -> Willingness -> Enthusiasm • Joint planning of topics to be covered • Developing Content • Videos of deaf students & staff • Edited and subtitled by deaf student& CSW • Simulated classroom issues • Emergent ideas e.g. “Try it yourself”

  9. The product • In last phases of user testing • Volunteer evaluators still welcome • Will be released for use in UK post-16 education and distributed by TechDis • Let’s have a look:

  10. Evaluation • Firstly: process highly rewarding • Deaf students formed friendships • & became more confident • Two deaf students now in media / multimedia • Initial evaluation by target staff: • Those who had expressed the need • And those due to work with deaf students now • SEE NEXT SLIDE

  11. Initial Feedback encouraging • “Lets you learn when you have time” • “Really interesting and enjoyable” • “Useful tips are very enlightening” • “I learnt that deafness isn’t simply not being able to hear” • “It actually shows you how to communicate with deaf people” • “Simple signs are fascinating and useful” • “Examples of good practice useful and easy to apply” • “Made me think about my approach to teaching specialist vocabulary to hearing students too!”

  12. Further work • Sent to TechDis for further evaluation • Known issues include • Some content still to be edited • Other content needed • Some to be provided by TechDis & partner colleges • Player accessibility issues • Partially resolved but work continuing through user testing • Keen to have further feedback

  13. Generalising • Planning to replicate for other needs • E.g. Teaching dyslexic students • Using similar engagement of student & staff experts • Broad application • Engaging learners to inform us • Deepens our understanding of their needs but also their interests, values… • …and the phrase used often in the conference: • “The learner’s culture”

  14. Contact for trial CD john.webber@sussexdowns.ac.uk

More Related