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Deaf students overcome problems
By Tami Gower
Emerald Contributor
Before she enrolled in classes
al the University, Rebecca
DeUire — who is partially deaf
in both ears — spent a year at
Central Oregon Community
College in Bend because of its
"close-knit and personal"
atmosphere
DeLore said that by first atten
ding the smaller college, she
was better able to ease into the
larger university scene.
She graduated from the
University last spring with a
degree in psychology Still, she
discovered barriers here that
were tough to overcome, such
as communicating with
students who hear perfectly
fine.
She also worked twice as hard
to learn what was being taught.
"I spent a lot of time outside of
class researching, because I
could not hear all the informa
tion presented in lectures." she
said.
Although the University of
fers a note-taking service for
students with hearing loss.
DeLore said she didn't trust its
reliability and instead relied
heavily on her roommates to
help her take notes.
Even given an ideal learning
environment, she estimates she
can only hear and understand
about 40 percent of a lecture.
She added that she feared her
professors would think she
wasn’t trying if she didn't at
tend class.
Still. Delore often thought
that attending was a waste of
time, she said
Current University student
Richard Bear, an English major
who has nerve deafness, said he
spends a lot of extra time
reviewing his notes to make
sure he heard everything in
class.
"I transcribe all my notes on
to a computer and do a lot of
filling in." he said. "Attending
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lectures is extremely physically
exhausting because a hearing
impaired student spends so
much energy concentrating on
just hearing what is being
said."
Both Bear and Del,ore said
professors who use visual aids,
such as a lecture outline placed
on an overhead projector, help
the hearing-impaired student.
Although most of her pro
fessors were cooperative upon
learning about her hearing loss.
DeLore said she became
frustrated because little of what
they did seemed to increase her
ability to hear.
“I could have been more
assertive in my studies, but
didn't perceive myself as
belonging at the University,”
Del.ore said.
However, higher education
for the hearing-impaired in the
United States is limited.
Because these institutions ac
cept only the most severely
hearing-impaired students,
DeLore had to enter mainstream
higher education in order to
earn a degree.
There are no support groups
specifically for the hearing im
paired at the University. In
order to fill a social void, yet
prevent being placed in a
disabled category. DeLore join
ed the Club Sports crew team.
The University provides
several learning tools for the
hearing-impaired. In addition
to the note-taking service, sign
language interpreters are
available to attend class with
the students.
Another alternative, the "FM
system," directly links via
microphone hookup the student
and professor. Hearing
impaired students listen
through the FM receiver, which
is set to the same frequency as
their hearing aids. The pro
fessor uses the FM transmitter.
This personalized system
decreases the amount of
background noise that normally
distracts hearing-impaired
students.
DeLore said she appreciated
the services provided by the
University but thought they
could be better publicized.
"Perhaps if it were known
that there were accommoda
tions at the Univesity. it would
attract more hearing-impaired
students. Professional people
should also come in to give
workshops and be on staff to
give information to professors
and the general population
about the hearing-impaired."
she said.
Bear said he thought the Cam
pus Information Exchange, a
computer communication net
work on campus, could be ex
panded to offer another poten
tial outlet for the hearing
impaired simply because the in
formation is exchanged
visually.
Bear characterized the
University as a microcosm of a
larger, relatively uncaring
microcosm with a corporate
rather than family feeling.
To compensate. Bear works in
the University Library as a
manuscript processor in special
collections — the ideal job. he
said. “1 don’t have to answer
phones or have much contact
with the general public, and 1
work with a small number of
people," he said.
Some departments at the
University, Bear continued, are
not structured advantageously
for the hearing-impaired, such
as language courses that are
taught orally.
Professors m<*y want to help
reach the hearing-impaired, but
don't know what to do because
the department provides no
such guidelines, he said.
This term, the speech
pathology-audiology depart
ment is offering American Sign
language I. II and III. However,
the College of Arts and Sciences
does not recognize sign
language as a foreign language.
It is considered another form of
English, even though those
with severe hearing loss are
unable to understand spoken
English.
According to Hilary Gerdes.
counselor for the pre-nursing
program and the disabled, only
three hearing-impaired students
currently use the services of the
University's Office of Academic
Advising and Student Affairs,
making the hearing-impaired
the smallest group of disabled
students on campus.
She said in the past a pam
phlet about the hearing
impaired was printed by the
University and distributed
among the faculty. But pro
fessurs may not have examined
the information as closely as
they could have, she added
Personal contact with the
hearing-impaired will educate
the campus community about
the problems hearing-impaired
students have, according to Gay
Carpenter, a professor in the
Leisure Studies and Services
department
"As professors and students
see more people with hearing
disabilities, they will feel more
comfortable dealing with this
disability and will learn to ad
just to it through exposure to
it." Carpenter said.
Carpenter, who taught a
hearing-impaired student last
year, said other students in the
class had more adjustments to
make than she did as professor.
"But. 1 think the students
learned a lot from the ex
perience as well." she said.
university
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