Filozofická Fakulta


Information for teachers

All students, including those with special education needs, have the right of being fully involved in classes, for which the teacher is responsible. The teacher’s AWARENESS is thus crucial.

The decision on the manner of making the teacher aware is taken by the student – they can either inform the teacher about their special education needs by themselves or use the competence of the relevant university department. Information to the teachers whose classes are going to be attended by a Deaf, hard of hearing or deafened student is provided by the Institute of Deaf Studies, CUFA both via this website and the coordinator of services for CUFA’s Deaf, hard of hearing and deafened students.

Unless determined otherwise by the Deaf, hard of hearing or deafened student, before the start of each semester the coordinator initiates e-mail communication with the teachers, informing them about the presence of Deaf, hard of hearing or deafened students in their lectures/seminars and about what this fact entails for the teacher in question. In the course of the semester as well as beyond the semester, the coordinator is ready to answer potential queries, provide or mediate consultations related to teaching these students, arrange for the teacher to sit in on Deaf Studies classes where teachers are very experienced in this respect etc.

Specifics of teaching Deaf, hard of hearing and deafened students

další stránka cnes Services

For the student with special education needs to be able to get involved successfully in the academic life, they must be provided with the support services to which they are legally entitled to. The student’s entitlement to these services arises provided that they are registered in the Student Information System as a student with special education needs. The requisites for the registration are the student’s written consent and the functional diagnostics – the specialized department’s opinion prepared on the required form where the student’s needs are identified and methods of their fulfilment are suggested. If the student asks the teacher to modify their studies, they must inform the teacher about their functional diagnostics, or at least its relevant part. The student is not obliged to present their functional diagnostics should they require no conditions for fulfilment of their needs.

It must be borne in mind that identically handicapped students’ special education needs may differ (e.g. not all hard of hearing students use simultaneous transcription of written Czech) and that the needs may develop during their studies (e.g. a student who commences his first year as a hard of hearing person with a progressive hearing impairment might be finishing their studies as a Deaf person). The same student might find different compensation methods useful in different classes, and can order different services for them. Therefore, each student needs to be approached individually and their decisions regarding fulfilment of their special education needs must be respected.

The services for the Deaf, hard of hearing and deafened students, including functional diagnostics, are arranged and coordinated by the Institute of Deaf Studies, CUFA according to students’ orders. The key services for Deaf, hard of hearing and deafened students include interpreting between the Czech Sign Language and Czech, simultaneous transcription of written Czech and note-taking services. More detailed information about these and other services may be found here.

další stránka cnes Communication rules

Basic rules for communication of and with Deaf, hard of hearing and deafened persons may be found here:

A Deaf, hard of hearing or deafened student must always SEE who is talking:

- an ideal layout of desks is that of the “round table”

- raising hands is necessary during group work; the teacher must moderate the discussion so as to arrange for one person to speak at a time

- the speaker must not be positioned in front of a sunlit window or any other source of light


When other students are speaking and the teacher is not sure whether the Deaf, hard of hearing or deafened student understood, the teacher should help by reproducing the other students’ lines.

When writing or reading, a Deaf, hard of hearing or deafened student cannot follow the speaker/transcription/interpreter at the same time. In such pedagogical situations, the teacher needs to expect longer work period and defer further activity until the student finishes writing / reading / lip-reading / following the interpreter. This is e.g. the case when working with a presentation – when using texts, pictures or graphs, we need to bear in mind that the student is EITHER looking at the speaker/transcription/interpreter OR at the image. Therefore, they must be given the time to view the image without anybody speaking at the same time.

Increased attention must be paid to the activities which do not allow lip-reading / following the transcription / following the interpreter (e.g. activities performed with eyes closed) – these activities must be always sufficiently consulted with the student in advance and alternative execution of the activities needs to be arranged with them.

další stránka cnes Visualisation

Since Deaf, hard of hearing and deafened students compensate for auditory perception primarily by means of their vision, frequent VISUALISATION, as intensive as possible (e.g. writing important information – key points, names, dates – on the blackboard), is necessary in the classes. Nevertheless, the student might still fail to understand. Advisably, the teacher should repeat the line, re-formulate it and stress the key points.

Before working with it, video material needs to be subtitled (in Czech, or in the pertinent foreign language in foreign language classes). The subtitling may be ordered via Ms. Kateřina Lišková (

All organizational issues (e.g. teaching-related changes), instructions, test assignments etc. must be communicated to the student (also) in writing.

další stránka cnes Provision of material

Advisably, the Deaf, hard of hearing or deafened student should be provided with all printed or electronic material (presentations, links, texts for analysis, precise written instructions for exercises, student essay assignments...) before the class in order to be aware of what they can expect. If the provision of all written material before the class is not possible for pedagogical reasons, it is recommended to provide them with it at least after the class.

If the class takes place in the presence of an interpreter and/or transcriber, they need to be sent preparation material at least 48 hours in advance to be able to find their bearings in the topic and to prepare for their performance. Such material includes: itemized lecture outline, presentation to be projected in the class, internet links to be used by the teacher etc. Both the interpreter and the transcriber are bound by the duty of confidentiality and are not allowed to diffuse the material anywhere.

další stránka cnes Notes check

If a Deaf, hard of hearing or deafened student has ordered the note-taking service (hearing students take notes in classes for their Deaf, hard of hearing and deafened schoolmates), the teacher’s task is to check the notes in terms of their form and content and to correct or complete them. Only then are the notes provided to the student in question.

další stránka cnesExtra tutorials, tutoring, personal study plan etc.

In certain cases it is advisable to provide Deaf, hard of hearing or deafened students with extra tutorials (one-time, repeated, regular ones), with tutoring by a teacher, study plan modification, modification of tests, modification of teaching methods etc. Cooperation among the student, the teacher (in some cases also the programme guarantor and/or the leader of the given department or institute), and IDS (Dr. Andrea Hudáková ( and/or the coordinator of services) is needed.

další stránka cnes Remuneration for modification of studies

For their effort put in the preparation of classes beyond what the teacher would perform with presence of no Deaf, hard of hearing or deafened student in the class (e.g. preparation material for the interpreter/transcriber, notes checks, extra tutorials, tutoring), the teacher is entitled to remuneration disbursed from the Faculty’s funds for studies of students with special education needs.

další stránka cnes Czech Sign Language course

Interested CUFA teachers have the chance to attend the Czech Sign Language course organized by the Institute of Deaf Studies. The course is led by Deaf native speakers of the Czech Sign Language. Its participants acquire basic CzSL vocabulary and grammar and communication rules in this language.

další stránka cnesLectures for public

In each semester, the Institute of Deaf Studies organizes a regular series of lectures called The Issues of Deafness: News. The series is open for general public – all those interested in the given issues are welcome, CU staff/students and others alike. Both individual lectures as well as the whole series may be attended.


The contents of this page are the responsibility of 
Mgr. Petra Slánská Bímová:
Last update: 03/03/2016