Disability Scenarios

Mild to Moderate Hearing Loss

Disability description and career possibilities:
This student has a hearing loss that will interfere with his ability to hear classroom lectures and discussions.  He may use a combination of lip reading, body language assessment, and residual hearing to understand conversations and classroom lectures. He likely uses a hearing aide or other assistive listening device.  He has little problem expressing himself verbally.  However, his ability to speak clearly should not be confused with an ability to hear well.

Basic access needs for classrooms and lab:
This student will need to sit where he can clearly see the instructor.  He will need to have any questions or comments made by other students repeated.  The instructor will need to remember to keep an open line of sight between himself and the student.  Lecturing while pacing around the room or while writing on the board will not be effective.
The student may use an assistive listening device to enable him to hear more effectively.  The instructor will wear a transmitter unit and the student a receiver, the device will block out background noise and help the student to hear the instructor more clearly.  It is important to remember that the use of an assistive listening device is not a replacement for lip reading; the student will still need a clear view of the instructor while using the device. 
Note taking:
Since looking down to take notes will make lip reading impossible this student may need a note taker for classroom lectures.  The Learning Assistance Program generally hires student workers to take notes for hard of hearing students.  When a student worker is not available, the LAP will supply the student with two-ply NCR paper.  The instructor may need to assist the student in locating a classmate who can share notes with the student.
Test taking:
This student will have difficulty with tests that are given orally or are recorded on an audiotape.  The student will need to have tests given in a visual format.
The internet will likely provide the clearest communication for this student. 
Having an e-mail address for the instructor in addition to a phone number will help to facilitate out-of-class communication.  When making phone calls, this student will utilize an amplified phone and may need to have comments repeated. 

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ESL Spotlight

Rie Walden

Rie Walden
UCSB Transfer Student

I moved to the United States in 2012. My English was very limited, so I decided to enroll in noncredit ESL courses in the summer of that same year. By fall of 2013 after hard work and dedication, I was ready to transition to credit ESL. The sooner I started credit ESL the better, but as a new California resident the tuition was more expensive since I had to pay out of state tuition, so I decided to wait for a year to attend credit class at AHC. AHC has great student support programs that I utilized; for example, AIM, EOPS, CAN/TRIO, and the Tutorial Center. I recommend everyone to take advantage of these services and to ask for help from your instructors when needed.
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Last Modified Feb 8, 2017