| The goals of bridging the gaps: | | | | support services such as: |
| - To make open all fields of study | | | | - Interpreters, who can translate lecture into language |
| - To focus on employability outcomes | | | | known to candidates. |
| - To create result-oriented system | | | | - Counselors, who should be made available to all |
| - To enable disabled persons to make equal | | | | students to discuss personal, academic, or |
| contributions to society in terms of their economic and | | | | psychological problems. |
| social life participation | | | | - Individualized services. Some Hearing Impaired |
| - To generate awareness among public about hearing | | | | students seek assistance with class assignments or |
| disabilities and the needs of Hearing Impaired persons | | | | personal issues that they cannot share with others. |
| - To advocate the rights and requirements of Hearing | | | | |
| Impaired persons | | | | The factors to integrate disability groups |
| | | | | - Involve the Hearing Impaired community. Self help is |
| National-level initiative is needed, which include: | | | | more effective and efficient. |
| - Establishment of state-level Disability Co-ordination | | | | - Ensure the availability of technology enhancements |
| programs to provide greater coordination of services | | | | such as websites, mobile telephone short message |
| for disabled people in vocational education and training. | | | | services (sms), and other visual information sources to |
| - Allocation of funds to create study materials so that | | | | assist Hearing Impaired students. |
| Hearing Impaired persons can learn with ease | | | | - Encourage students to participate in vocational |
| - Development of effective system to identify and | | | | education and training. Interpreters should be available. |
| raise awareness about important issues | | | | - Undertake staff training. Staff should be trained in |
| - Formation of strategic partnerships between training | | | | basic sign language skills. |
| institute, lawmakers and potential employers to provide | | | | - Provide a wide range of language support services. |
| equal opportunities to people with disabilities | | | | Many Hearing Impaired students require the same |
| | | | | language support as a person from another language |
| Removing education barriers: | | | | background. |
| Education is the most important issue for Hearing | | | | - Teaching group should be a manageable group. |
| Impaired people. Generations of Hearing Impaired | | | | Valuable interactive sessions with the help of subtitled |
| children have been and will continue to be | | | | videos, PowerPoint presentations, handouts of lectures |
| ‘educated’ in a system controlled by people | | | | notes and web links on course materials are proven |
| who are not Hearing Impaired and who focuses on | | | | successful strategies to ensure the clarity and |
| deafness as a defect that needs to be fixed. The | | | | availability of courseware for all. |
| system attempts to educate them by using a | | | | - Prepare course material using the Models of |
| language (English) that they neither know fluently and | | | | Instructional Design to make things easy for Hearing |
| nor can access fully. These generations of Deaf | | | | Impaired persons. Programmed courses where |
| children have emerged with poor English skills, poor | | | | progress of understanding is evaluated at small |
| education, poor general knowledge, and poor | | | | increments are also beneficial. |
| self-esteem. | | | | - Create support groups. Support groups can provide |
| Employment is the second most important issue. | | | | support and minimize isolation. Hearing impaired |
| | | | | students should be included in mainstream courses |
| Support services for Hearing Impaired persons: | | | | along with normal students. |
| Hearing impaired student must be provided adequate | | | | |