Originally Posted by naisho

Really, that's pretty intriguing and interesting at the same time. This was the way I've always saw it, it wasn't just today, had this thought and discussion in the past.

I always pictured it as a scenario like this, we have general chemistry going on between a hearing mainstream class, and a Deaf class, both separated by rooms. Each class has 50 hearing, or 50 deaf students. Equal situations, both teachers being adept in their methods of communication.

over the course of an hour, I was pretty fixated to the idea that the mainstream teacher can get his/her material on a random subject like elimination reactions out faster than the Deaf teacher can, because of shortcuts to explain stuff like 'halide attacking' and 'substitution', or when talking of the change of a chemistry compound.. throw in a random one, C16H34O6 (just googled, and is called 3,6,9,12,15-pentaoxahenicosan-1-ol, lol).

It must sound like a ton of effort required for the deaf teacher to sign or explain that compound every single time. In order to circumvent that, I thought that the deaf teacher would have to print a handout prior to class for students to learn, or go over a brief method to shorten down complex names, unless they are signing the exact word or writing it down every single time (the hearing teacher likely just uses speech to name it, or draws a quick sketch of it while talking at the same time to reduce the amount needed to draw).

Does that kind of make more sense of what my thought is? I'd imagine a good Deaf teacher 'putting' more effort than a hearing teacher in this case to get the material out and understood between all learners in the class. Am I wrong?