Question

A group of deaf college students (approximately 10 male and female students, aged 19-23 years) has requested a speaker on birth control. You have been given the assignment. With your new found knowledge of people who are hearing impaired or deaf,describe the steps you would take to plan for this presentation. Be as specific as you can in answering this question. Construct three learning objective, and then select three or more appropriate presentation/health communication/instruction method related to contraception education that might be appropriate with this group. Give a brief justification as to why you selected a particular method, and explain how the method would facilitate achieving the objective. Please justify/explain your decision. Warming up activity Materials need Identify and discuss potential challenges to effective presentation/health communication. How can you address them?

Answer 1

1. After the session  the group will be able to:

• Identify the importance of birth control measures
• List higly effective birth control measures
• Explain the advantages and disadvantages of different birth control measures

There is a range of teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with hearing impairement

Best teaching strategy for this group is Role playing:

Role playing is a dramatization of an event or situation. The situation usually presents a problem or difference of opinion among two or more individuals or circumstances that provoke anxiety. It differs from other simulation-based learning activity in that it is unscripted. The learners act out a problem in a completely spontaneous manner.

In role-playing, student experiences a character known in everyday life. Role-playing is particularly a useful strategy for practicing health educational skills and dealing with conflict. Role playing can aso be very effective in experiencing cultural principles and awareness because it allows students to become emotionally involved in cross-cultural learning and reflect upon cultural differences

Barriers for  effective teaching include the following:

• Students who have been deafened in early childhood can be very diferent to students who lost their hearing in the latter stages of life. Their vocabulary may be limted.
• Students with hearing loss may use assisstive technology to participate in class
• Impact of hearing loss can bring delays in learning material
• Students with hearing loss will appear isolated in the learning environment. The possibility of social contact and interaction with other students is often limited, and this isolation and seperation have impact on learning
• Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss

Measures to overcome barriers

• Encourage students with a hearing loss to seat themselves towards the front of the lecture theatre where they will be have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip reading, visual clues or using a hearing aid which has a limited range.
• Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver system with a clip on microphone for the speaker. if using such microphone it is not necessary to change your speaking or teaching style
• Ensure that any background noise is minimized
• Repeat clearly any questions asked by the students in the lecture or class before giving the response
• Students who lip read cannot function in darkened rooms, hence make sure that the hall has adequate lighting. If a sign interpreter is employed , follow the hints for working with a sign interpreter
• An inerpreter is unable to translate concurrently both your words and any information given on an overhead. Therefore, all information should also be available as handouts
• Allow students to record the class and make available copies of the class
• Ensure that list of the subject-specific jargon and technical tems which students will need to acquire are made available early before begiining the session