Towards Success in Tertiary Study
Deaf and hard of hearing

This resource aims to assist students who are Deaf or hard of hearing and who are studying or intend studying at tertiary level.

Strategies for successful study
Information and resources

Strategies for successful study

Tertiary study is challenging. It is important that students undertake a realistic study load and consider disclosure as institutions cannot meet individual needs without an understanding of the issues. Students can maximise their chances of success by developing a range of study strategies and by using the various services available.

Students may find it useful to explain to others the effects of their hearing loss, their preferred modes of communication and the possible impact on study. For example:

• Communication styles/methods
• Use of adaptive technology and equipment
• Use of interpreters, note-takers and clarifiers in exams
• Language and literacy issues: English as a Second Language (ESL)
• Additional time required to complete assignments and exams
• Confidence and participation
• Enhanced visual perception
• Difficulties with collaborative group work and assessments.

“It was great to go to uni and have interpreters and note-takers. It opened up a whole new world for me and I made a lot of hearing friends too who later learnt Auslan.”

Preparing for study
Study techniques and tips

Preparing for study

• Talk to other students who have completed or are studying tertiary courses.
• Contact the Disability Liaison Officer (DLO) or Student Centre before the course begins to discuss special arrangements.
• Explore campus/venue facilities and available technology in the library, Study/Academic Skills Unit and Disability Liaison Unit. Investigate funding for equipment.
• Establish meeting arrangements with any support staff.
• Develop realistic timetables for study and assessment tasks (including start and due dates) and allow extra time for alternative formatting needs.
• Plan for study using SMART goals: Specific, Measurable, Assignable, Realistic, Time frame.
• Maintain a study-life balance: make time for recreation and relaxation.

“I made sure I attended all lectures, even though I had the notes on disk, because I gained so much more from being present and actively engaged in the lectures.”

Study techniques and tips

Lectures and tutorials
Preparing assignments
Exams and assessment
Dealing with stress

Lectures and tutorials

• Meet lecturers and tutors before the first session: explain needs and introduce note-takers and interpreters.
• Establish seating preferences: audio loops; required lighting; visibility of presenter/interpreter.
• Do preparatory reading before each session (source lecture notes beforehand).
• For visual presentations, such as films, request captions or a transcript.
• Always clarify points and the spelling of words, especially foreign words and unusual names of authors and any problematic jargon.
• Ask tutors to arrange the room so that all faces are visible; address students by name; ensure only one person speaks at a time; repeat any comments or questions to facilitate lip-reading; use visual aids to summarise discussions; use appropriate adaptive technology.
• Explain preferred method of contact (e.g. SMS or email).
• Get a copy of rights and responsibilities for students and interpreters from the DLO. Interpreters at tertiary level must adhere to a code of ethics and cannot explain content.
• If working with an interpreter, negotiate signs for certain phrases, words or acronyms early; expect a lag time and allow for adjustments to new material.
• Be fully prepared for tutorial presentations: determine presentation style; practise and time delivery; prepare questions to stimulate discussion; provide interpreters with a copy of the presentation beforehand and arrange their seating.

“There I was in the tute with my interpreter, somehow it felt strange to watch myself raise my hand to ask a question...it felt really good though to have developed confidence. I also found that I preferred to work in pairs or smaller groups as it was easier to get the information. Later, my tutor and some of my hearing friends did an Auslan course so they could communicate with me. It was great seeing them make an effort.”

Preparing assignments

• Read selectively; ask lecturers/tutors to indicate important and/or less complex texts.
• Explore ESL support: writing/grammar classes; online courses/tuition.
• Contact the Academic/Study Skills unit or ask someone else to critically proof-read the final copy of an assignment before submission.
• Explore software such as Endnote to simplify tasks like referencing and Inspiration for visual planning, brainstorming and concept mapping.

“I used to dread having to give a presentation as I thought people would laugh at my English level. It took me a while to realise that the audience was fascinated by the flow and naturalness of my signing and my dynamic body language.”

Exams and assessment

• Make any alternative assessment/exam arrangements early through the DLO.
• Request clarification of exam language aspects.
• If language is not an inherent requirement, find out about allowances for incorrect spelling and grammar.
• Request all exam announcements to be given in writing.
• Ask for oral exams questions to be repeated or clarified as necessary.

“I was really nervous about asking questions… I’d be pretending that things were ok and that I was understanding everything. I realised that I was the one missing out on opportunities for explanations.”

Dealing with Stress

• Pace activities and expect some tasks to take longer.
• Take time out if necessary consider part-time or distance education or deferral.
• Don’t quit or give up if feeling overwhelmed; talk to a staff member first.
• Avoid isolation and cultivate friendships: join interest clubs, study groups and online discussion lists.
• Balance study with social, recreational and sporting activities.

“I lost my hearing in my teens and so had to adapt to studying with deafness without growing up in the Deaf community. I felt very isolated as I neither belonged to the deaf world nor the hearing world. I sought some counselling through my studies and managed to deal with my identity issues positively and get through my course.”

Information and resources

All tertiary institutions offer student support services as well opportunities for extra-curricular and social activities. It is the student’s responsibility to make enquiries and follow up any issues. Peak organisations can also offer advice and additional support.

Accommodations
Disclosure
Student rights
Resources

Accommodations

Students should initiate any enquiries about adjustments with the Disability Liaison Unit or Student Centre before the course begins. Possible adjustments include:

• provision of note-takers, interpreters
• alternative exam/assessment arrangements
• lternative formats and use of adaptive technology
• access to transcripts and/or captioning
• extensions for assessment tasks

Disclosure

Many of these strategies can be implemented without disclosure. However, the institution will not be able to provide special consideration or accommodations without the relevant information. Students may make arrangements themselves or speak with the DLO who can then facilitate special consideration or adjustments while maintaining confidentiality.

Student rights

Students who have a disability have rights under the Disability Discrimination Act and are entitled to ask for accommodations so that they can participate in their chosen course. Students who feel their needs are not being met should discuss this with their lecturers or DLO. If dissatisfied, complaints may be first lodged through the institution’s internal procedures then taken to the Australian Human Rights Commission.

Resources

Online resources are very useful and easy to access. Academic/Study Skills Advisers and Library staff can suggest and help source study-related information and references. Students may also refer lecturers and tutors to the Disability Liaison Officer (DLO) at their institution for further information and advice.

A list of peak bodies and peer support groups can be found in the White Pages under Disability Services and Support Organisations or by searching online.

Australian Disability Clearinghouse on Education & Training (ADCET)

Dave’s ESL Café

Online English grammar

Online information for ESL/EFL learners and students

Tertiary Initiatives for People with Disabilities (TIPD)

Australian Communication Exchange

Disability Information Network Australia (DINA)

Disability Information Resource Centre (DIRC)

Equal Access to Software and Information (EASI)

National Relay Service

Towards Success series

Original publication (68KB) (The University of Melbourne and Australian Catholic University collaboration) funded by the Commonwealth Department of Education Employment Training and Youth Affairs under the Victorian Co-operative Projects for Higher Education Students with a Disability Committee, 1997.
Written by Reem Al-Mahmoud, Patricia McLean, Elizabeth Powell, Janette Ryan.
Illustration cartoons by Michael Leunig (reproduced with permission from The Age and Michael Leunig).
Revised version funded by the Australian Government Department of Education, Employment and Workplace Relations under the National Disability Coordination Officer Program, 2009.

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