University of Edinburgh

Moving Through

Appendix V: How do deaf students access information and participate at mainstream college / university?

Students may use different strategies / combinations of strategies in different situations. Factors like these will make a difference:

  • Type and level of student's deafness;
  • Type of situation (lecture, class, seminar, demonstration, practical workshop, etc);
  • Environmental noise levels;
  • Availability of specialist access services (staff and / or equipment).

What strategies will your son / daughter use? What services will they need?

English-based strategies your son / daughter may use

Knowing what's being said by tutors / lecturers / other


Uses amplification

  • hearing aids
  • cochlear implants
  • radio aids (body worn / microlink / etc)
  • Soundfield systems in the classroom
  • loop systems in the classroom
Joining in sessions (eg; speaking up in discussions / answering questions / etc)

Uses speech

  • direct
  • via a support worker (that is, if speech not clear to others).


Uses lipreading

  • direct
  • via a lipspeaker
Uses Sign Supported English / Signed English

  • Communicator relays the lecture / discussion / etc in SSE
Uses Sign Supported English / Signed English

  • Communicator 'voices over' the pupil.
Reads text

  • all written materials;
  • manual notetaker;
  • electronic notetaker ;
  • subtitled videos.

Writes text



British Sign Language (BSL)-based strategies your son / daughter may use

  • BSL / English interpreter
  • BSL / English interpreter 'voices over' the student

NB Specialist tutors are sometimes employed who can:

  • Coordinate and monitor access support in cooperation with the student.
  • Provide extra tutorial support to the student.