Hearing Impaired

                Tips for working with deaf students

Here are some teaching tips/guidelines for deaf students
 Communication Considerations

Effective communication is vital with a hearing impaired student to ensure student success. Since many hard of hearing students rely on lip-reading, at least partially, it is important to keep a few points in mind when you are teaching.

  • Look directly at the student and face him or her when communicating or teaching.
  • Say the student’s name or signal their attention in some way before speaking.
  • Assign the student a desk near the front of the classroom, or where you plan to deliver most of your lectures.
  • Speak naturally and clearly. Remember speaking louder won’t help.
  • Do not exaggerate your lip movements, but slowing down a little may help some students.
  • Use facial expressions, gestures and body language to help convey your message, but don’t overdo it.
  • Some communication may be difficult for the hard of hearing student to understand. Explicitly teach idioms and explain jokes and sarcasm.
  • Young hearing impaired children often lag in the development of social graces. Consider teaching specific social skills such as joining in to games or conversation, maintaining conversations, and staying on topic.
  • Male teachers should keep moustaches well groomed.
  • Remember some strategies and techniques work for some students while other students are successful using other techniques. Sometimes it takes time to understand one another and to learn each other’s habits, so give the relationship some time. Be patient and find the strategies that work best for your hearing impaired student(s).

Teaching Strategies

  • When new materials are to be covered which involve technical terminology not in common usage, supply a list of these words or terms in advance to the student and interpreter. Unfamiliar words are difficult to interpret.
  • Students who use interpreters are receiving the information several seconds after the rest of the class. Allow enough time for the student to get the information from the interpreter before calling on someone. When asking the class to respond, have them raise their hands, rather than just shout out the answer. This will allow the deaf or hard of hearing student to participate.
  • Repeat questions from the class before responding. Remember, a student using an ALD hears only what comes from the microphone, thus misses anything else spoken.
  • Don’t talk to the class at the same time you’re having them read something.
  • When reading aloud, don’t read so quickly that the deaf or hard of hearing student and interpreter can’t keep up with you and the rest of the class.
  • Remember deaf and hard of hearing students rely on visual cues such as body language and expressions to gather information.
    1. Orientation and mobility
    2. Social interaction skills
    3. Independent living skills
    4. Recreation and bistre skills
    5. Career education
    6. Use of assistive technology
    7. Sensory efficiency skills
    8. Self determination

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