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Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing

SECTION 1: Introduction for Training Facilitators

Overview

The ADA and Self-Advocacy for Youth — Train-the-Trainer Curriculum has been developed with a modular design. Using the train-the-trainer model, each module will include multiple components including:

  • PowerPoint slides with presentation content and talking notes.
  • Training facilitator talking points and speaker notes.
  • Videos and other multi-media content (when appropriate)
  • Activities such as role play scenarios, quizzes, and art activities.
  • Relevant resources including targeted documents, organizations, and websites.

The modules are designed to be presented in stand-alone sessions. Shorter or longer sessions may be developed based upon the students’ needs. A menu of interactive exercises will be provided for each module. One or more activities may be selected to reinforce the learning objectives based upon the needs of the facilitator and students.

Training facilitators participate in a train-the-trainer event led by the BBI/SEADA Curriculum Development Team. Training facilitators will also be provided with targeted, relevant materials about hosting an accessible training event, accessible presentation methods, effective utilization of the module materials, and strategies for customizing modules based on audience needs.

Learning Modules

  • Module 1: Pathways to Careers: An Americans with Disabilities Act (ADA) Roadmap
  • Module 2: Disclosure Decisions and Talking About My Disability
  • Module 3: The ADA in the Workplace
  • Module 4: The ADA in Higher Education
  • Module 5: Advocating for My Rights Under the ADA
  • Module 6: Skills for Successful Employment
  • Module 7: The ADA and Reasonable Accommodations on the Job
  • Module 8: The ADA in the Community
  • Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing
  • Module 10: The ADA and Effective Communication for Individuals who are Blind or Low Vision
  • Module 11: Interactions with Law Enforcement
  • Module 12: Parent to Partner

Module 9: Pathways to Careers: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing

Module 9: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing provides a basic overview and understanding of effective communication and auxiliary aids and services for individuals who are Blind or have low vision. Topics include: methods of effective communication in public places, asking for accommodations, the rights of requesting an accommodation, and the public accommodation’s requirement to provide effective communication responsibilities of why it is important. Discussion questions are incorporated throughout the slide presentation. Interactive exercises are provided to reinforce the content from the slide presentation.

The lessons from the PowerPoint presentation are reinforced by the suggested advance readings that students can access, the initial exercise focuses on ways that provide equal access to information and communications in our environment, and the post-presentation interactive exercises on places one might want to go in our community and ways that equal access to information and communications can be provided at these places in our community.

Learning Objectives

The student will:

  • Be able to define the terms “effective communication” and “auxiliary aids and services.”
  • Identify three to five ways that he/she can communicate.
  • Be able to describe how the ADA’s effective communication requirements apply to state and local government.
  • Be able to identify one method of effective communication at public libraries.
  • Be able to identify at least one method of effective communication at parks and recreational facilities, when voting, movie theaters or other entertainment locations, sports venues, and doctor’s office.
  • Be able to identify at least two places of public accommodation that he/she visits on a regular basis in his/her daily activities.
  • Be able to explain public accommodation’s requirement to provide effective communication.
  • Understand their rights under ADA when making a request for effective communication.

SECTION 2: Strategies for Customization

Adapting and Making Accommodations for Students with Disabilities

The following resources provide guidance on working with students with a variety of disabilities. The resources provide information about adaptations that can be made to instructional techniques and accommodations that can be provided to increase inclusion in the classroom.

Customizing the Lesson Using Presentation Material and Interactive Exercises

There are three sets of resources provided that can be woven together to customize the learning experience, depending on your goals as a facilitator for this lesson on The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing (e.g., providing a very simple introduction versus teaching the basics as a platform for having students engage in deeper learning about complex examples). These include: (1) advance preparation material that students can review; (2) a set of PowerPoint slides that can be used in a presentation and discussion format; and (3) a set of interactive exercises to stimulate applied learning, creativity, and deeper thinking about the concepts.

1. Advance Preparation Material for Students

This lesson provides a very simple, high-level overview of The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing. The goal is to introduce students to the idea of the terms “effective communication” and “auxiliary aids and services start students thinking about ways that provide equal access to information and communications in our environment Suggested resources for advance preparation include readings and videos of self-advocacy.

As noted, these materials can be provided in advance to students, or if the class session is long enough, they may be used in class prior to presenting the PowerPoint slides and getting into a specific discussion of the ADA. Alternatively, they could be used as both advance preparation (pre-homework) and repeated in class to reinforce the learning.

2. PowerPoint Slides

The PowerPoint slides can be used in class to provide a more in-depth overview of: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing. Combined with the interactive exercises, the presentation can be extended to cover a long class session or multiple smaller class sessions. The slides can also be presented on their own as part of a short lesson on Advocating for My Rights Under the ADA”.

3. Interactive Exercises

Several interactive exercises are provided to engage the students in considering specific examples that relate to the material “: The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing.” For example, while the presentation material explains effective communication and auxiliary aids and services for individuals who are Deaf or hard of hearing, and includes: methods of effective communication in public places, asking for accommodations, the rights of requesting an accommodation, and the public accommodation’s requirement to provide effective communication responsibilities of why it is important. an interactive exercise leads the students to practice how to request accommodations. Therefore, the exercise provides a concrete lesson on the accommodation process and explains how the ADA is a law that applies to public places.

SECTION 3: Suggested Advance Preparation for Facilitators

Readings

Workbook

Websites

Media

Web Courses

  • Foundations of the Americans with Disabilities Act Web Course (Southeast ADA Center)
    Source: Southeast ADA Center
    Link:     bit.ly/foundations-ada-course
    The ADA Foundations (bit.ly/foundations-ada-course) is a comprehensive web course designed to increase your knowledge and understanding of the core concepts about the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). The web course has been developed to help you learn about the important concepts of the ADA and to think about inclusive solutions for people with disabilities in the workplace, state and local government programs, and private businesses.
    Learning Objectives
    Upon completion of this web course, you will be able to:
    • Discuss the purpose of the ADA using a civil rights framework.
    • Identify the five titles of the ADA.
    • Provide a basic overview of each title of the ADA.
    • Define the general nondiscrimination requirements of the ADA.
    • Explain each nondiscrimination requirement using 1-2 real-life examples.
    • Identify the defenses or limitations of each nondiscrimination requirement.
    • Identify the federal agencies responsible for enforcing each title of the ADA.
    • Locate and use resources for information on the ADA.

SECTION 4: Suggested Advance Preparation for Students

The following advanced reading assignments and video excerpts can be assigned to students to prepare them for learning about Effective Communication for People with Hearing Loss.

Readings

Workbook

Websites

Media

Web Courses

  • Foundations of the Americans with Disabilities Act Web Course (Southeast ADA Center)
    Source: Southeast ADA Center
    Link:     bit.ly/foundations-ada-course
    The ADA Foundations (bit.ly/foundations-ada-course) is a comprehensive web course designed to increase your knowledge and understanding of the core concepts about the Americans with Disabilities Act of 1990 (ADA) and the ADA Amendments Act of 2008 (ADAAA). The web course has been developed to help you learn about the important concepts of the ADA and to think about inclusive solutions for people with disabilities in the workplace, state and local government programs, and private businesses.
    Learning Objectives
    Upon completion of this web course, you will be able to:
    • Discuss the purpose of the ADA using a civil rights framework.
    • Identify the five titles of the ADA.
    • Provide a basic overview of each title of the ADA.
    • Define the general nondiscrimination requirements of the ADA.
    • Explain each nondiscrimination requirement using 1-2 real-life examples.
    • Identify the defenses or limitations of each nondiscrimination requirement.
    • Identify the federal agencies responsible for enforcing each title of the ADA.
    • Locate and use resources for information on the ADA.

SECTION 5: Presentation

Pre-Module for the Training Facilitator:

Facilitator Note: “Many of us do not use speech or do not voice for ourselves. However, we do use various ways to communicate with our family, friends, and people in our communities. Let’s make a list of all the ways we can think of that we use to communicate with others in our daily lives.”

Facilitator Note: Make a list of all responses from the group on a whiteboard, flip chart, etc., and save this list for an activity at the end of this module.
Today we are going to learn about the Americans with Disabilities Act and Effective Communication for people who are Deaf or Hard of Hearing through Auxiliary Aids and Services.

Facilitator Note: Use Module 9 PowerPoint slides, The ADA and Effective Communication for Individuals who are Deaf or Hard of Hearing.

Post Module for the Training Facilitator:

Facilitator Note: Using the list from the Pre-Module activity, ask if the group would like to add to the list any other ways to communicate with others in our daily lives.
Then ask the group to name a circumstance where each way of communicating might be effective, and another situation where that same way of communicating might not be effective for some reason. Have the group discuss whether or not they agree that it will or will not be effective in that situation, and why or why not.

SECTION 6: Learning Activities

For the Training Facilitator:

Facilitator Note: Learning activities have been designed to reinforce the content from the PowerPoint presentation. A menu of activities has been provided. You may choose one or more activities based upon the time that you have to present the material and upon the needs of the students. For each interactive activity designed to reinforce the content from the PowerPoint presentation, suggested time frames are included below. Please keep in mind the age of your youth as well as the individual skill levels and specific disabilities to allow time frames that are appropriate for your group.

Activity #1 Group Discussion

Facilitator Note: Please allow time frames for these discussions and activities that are appropriate for the size of the group and the makeup of the group. Please be flexible if the discussion or the sharing is productive, and the participants are actively engaged.

Activity: “What is Effective Communication? It depends!”

Time: 5 – 15 minutes

Facilitator Script: “Effective Communication depends on the circumstances. For example, let’s think about a place we might go in our community, and think about the difference it will make depending on what we might want to do at that place.”

“If we go to the public library to find a biography for a famous person, what might be an effective way to communicate with the librarian?” (Reinforce all responses for simple communications such as pointing, gesturing, writing notes, etc.) Now, what if you want to go to the public library to hear a book reading by a local author? What would you need for effective communication in that situation?” (Reinforce responses such as an assistive listening device, a sign language interpreter, CART, etc.)

“If we go to the movie theater to buy tickets for a blockbuster movie that starts next weekend, what might be an effective way to communicate with the person at the box office selling the tickets?” (Reinforce all responses for simple communications such as pointing, gesturing, writing notes, etc.) “Now, what would you need for effective communication when you go to see the movie next weekend:” (Reinforce responses such as an assistive listening device, open or closed captions, CART, etc.)

“If we have an appointment to review the results of extensive lab tests ordered by our medical provider, what might be an effective way to communicate with the person at the check-in window?” (Reinforce all responses for simple communication such as showing an ID or medical card, writing notes, pointing, gesturing, etc.) “Now, what would you need for effective communication when the medical provider is explaining the results of the many lab tests and what that means for your health?” (Reinforce responses such as an assistive listening device, a sign language interpreter, CART, etc.)

“What are some other circumstances you can think of when what you need for effective communication will depend on what you are doing at a specific place in the community?”

Activity #2 Art Projects

Activity: “What Does Effective Communication Look Like?”

Time: 15 minutes or more

Facilitator Note: Using any art materials and a large piece of paper (drawing paper, flip-chart pages, etc.), have each person create two pictures as follows.

Facilitator Script: “Fold your paper in half lengthwise like this (demonstrate for the group) and then unfold your paper so that you have a box on the left and a box on the right. Now, think of a place you like to go in the community, and think of two different ways you use to communicate when you go to that place in the community. What kinds of things are you doing when you use each of the different ways to communicate effectively? Draw a picture of what you are doing and the kind of communication you are using in each of your two boxes. Be sure that you are showing two different ways of communicating depending on what you are doing. At the bottom of your paper, write the place in the community where you like to go. When I call time, we will get back together to share our artwork and to share about the different ways we use to communicate effectively in our community.”

Activity #3 Dramatic Arts

Facilitator Note: If your group is especially engaged by dramatic arts, such as role plays, skits, improvisation, etc., you might use dramatic arts activities.

Activity: “Effective Communication—Let Me Be Clear!”

Time: 15 minutes or more

Facilitator Note: Using partners or small groups, have each pair or each small group create a skit about effective communication at a specific place in the community, and act out the skit in front of the group. Write places in the community such as the list below on small index cards, and give one place in the community to each pair or small group. Following each dramatic arts performance, ask for feedback from the group about the effective communication techniques shown in the skit. Ask the group if they have any suggestions for the situation shown in the skit.

Possible Places in the Community to write on Index Cards:

  • Retail Stores
  • Movie Theaters
  • Sports Arenas
  • Restaurants
  • Doctor’s Office
  • Local Bank
  • Polling Places for Voting
  • Yoga Class at Parks & Recreation Center
  • Nature Walk in City Park
  • Public Library
  • City Museum
  • City Council Meeting at City Hall

Facilitator Note: If you know some favorite places your group likes to go in the community, consider including these on the index cards for use in creating skits about effective communication.

Activity #4 Role Models

Facilitator Note: For young people with disabilities, it is very important to identify with role models who are people with disabilities living independently in the community. Sources for finding role models that may serve as guest speakers in class include:

Activity 4A: “And Now, A Word from the Real World”

Time: 5–15 minutes

Facilitator Note: Invite a speaker or a small panel of 2 – 4 people with Hearing loss to briefly share about a time when each one had to advocate for their rights to effective communication under the ADA. Then allow time for the group to ask questions and dialogue with the role model(s).

Activity 4B: Virtual Reality—"A Word from the Real World”

Time: 5 – 15 minutes

Facilitator Note: Using Zoom or a similar platform, =invite a speaker or a small panel of 2 to 4 people with Hearing loss to briefly share about a time when each one had to advocate for their rights to effective communication under the ADA. Then allow time for the group to ask questions and dialogue with the role model(s).

SECTION 7: Handouts or Materials Needed

  • Audiovisual equipment for PowerPoint presentation and/or videos.
  • Art materials, blank paper, colored pencils or markers, rubber ball, and a bottle of liquid bubbles (Activity 1).
  • Photocopies of PowerPoint slides, including alternate formats such as large print, Braille, and electronic formats, such as a USB drive for students with visual or print disabilities.



SECTION 8: After Class

Homework Possibilities

Interview someone at home, your school, in your neighborhood or in the community. Ask one or more of the following questions:

  • Can you tell me about a time or situation when you had to request an accommodation or ask for help in a public place?
  • Can you tell me how you asked for help when you need it?
  • Can you tell me about a time when you had to know about your legal rights?

During the next session, we will share these interviews with the group.

Facilitator Note: You may wish to identify several people in the community who would be willing to assist with this homework assignment. Refer to Section 9 – Community Organizations for possible contacts. Students may also want to interview someone they know such as a family member or friend. The contacts for the exercise may be people with and without disabilities.

Quiz Questions

Use these quiz questions to reinforce learning by giving this pop quiz at the end of class, as a homework assignment, or at the beginning of the next class session. Correct answers are noted with an asterisk (*).

  • Auxiliary aides are devices and services help us to effectively communicate.
  • Yes*
  • No
  • Email or text messages can be a form of effective communication.
  • Yes*
  • No
  • Local governments can decide which type of communication is convenient for them and would also work for you.
  • Yes
  • No*
  • Governments must make sure you can communicate in your preferred way when you vote in elections.
  • Yes*
  • No
  • If my preferred communication style is not available, then my government does not have to come up with another auxiliary aid.
  • Yes
  • No*
  • Sports stadiums should have real time captioning of announcements and plays.
  • Yes*
  • No
  • If you need a sign language interpreter, you are responsible for paying for the service.
  • Yes
  • No*
  • Election officials should have pen and paper available and be prepared to write out questions at the polling place check-in table for a voter who is D/deaf and can communicate through written communications.
  • Yes*
  • No
  • Libraries do not have to provide auxiliary aids for effective communication.
  • Yes
  • No*
  • Government programs should provide auxiliary aids so I can participate.
  • Yes*
  • No

SECTION 9: Resources for Students

Additional Reading and Videos

Americans with Disabilities Act Information Center

National Resources

Community Organizations

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