- write main headings, keywords and key questions on board or Overhead Projector before starting a lesson
- Clearly point out objects which are being discussed
- If possible, use video tapes with subtitles, or if not available, write out a summary of content
- Allow the deaf child to take video home for second viewing if necessary
- Use pictures to support spoken lesson wherever possible
- Soundfield systems allow a teacher to wear a microphone and an amplifier allows all children in the room to hear more clearly
- Radio aids can be supplied which can help to cut out background noise. The teacher carries a microphone and the pupil has a receiver.
- Be aware of the need to switch it on when talking to the deaf child but to switch it off when you are talking privately to others.
- Teachers should avoid wearing loose jewellery etc. which can hit the microphone and create loud noise.
Passport to Life – A Guide to the Law in audio format especially for those with disabilities. Contains basic information about everyday rights and responsibilities, the lack of which is a profound barrier to more independent living.
- Be aware of background noise.
- Make sure that you have the child’s attention before starting to talk. Eye contact is important; with young children you may have to get down to their level.
- Speak clearly, naturally and do not shout.
- Face the child and maintain a distance between you of about 1 – 2 metres to allow for lip reading.
- Try not to cover your face or walk around while you are speaking.
- Repeat what other pupils say so that a deaf pupil who isn’t facing them, can become part of the conversation.
- Avoid having your back to the window as it creates a shadow.
- Encourage other children to speak one at a time and to put their hand up before speaking so that a deaf child knows who it is.
- Don’t talk and write on the blackboard at the same time.
- Get into the habit of reinforcing and clarifying things.
- Try to give homework at a quiet period of the day.
- Allow time to study visual aids or instructions before talking.
- Encourage all children to get into the habit of saying when they don’t understand something.
- It might be useful to have your lesson notes written up to share with the classroom assistant working with a deaf child.
- It might be useful to encourage the support worker to take notes during the lesson for the deaf child.
Preparing Worksheets for Deaf Children
Helping your Deaf Child to Learn
This booklet is available from the NDCS 0808 800 8880 or by emailing the helpline.
This is an online project which helps you to learn sign language. Ivytar is a virual signer – just choose a word and watch her sign. Link Ivytar to http://www.bgfl.org/ivytar
Teaching Hearing Impaired Children
Hearing Impaired Children in Class
Visual Spatial Learners (Relating to pupils with Auditory Processing Disorder)
- About one in 1000 babies are born with hearing loss
- Other trauma throughout the first 10 years of life causes the numbers to rise to 2 in 1000 with hearing loss
- ‘Glue ear’ can cause temporary hearing loss to some children resulting in delayed learning.
A condition in which one of the parts of the auditory system is damaged causing the sufferer to improperly process sounds. Those suffering from hearing loss will not be able to develop language properly and their speech may be affected.
Things to look for:
Children with a hearing problem may not respond when called. There may be slurring of words, incorrect pronunciation or unstressed syllables. The child may watch your lips and face intently and may be reluctant to speak, answering with a nod of the head instead. He/She may regularly ask you to repeat things. There may be a lot of misunderstanding or ignoring instructions and he/she may watch others before doing something himself or he/she may continue doing something after being told to stop. He/She may prefer to dominate a group by talking rather than listening or else he/she may not take part in group discussions. His/Her speech can be very loud or very soft. He/She may frequently ask for help from others and his reading and oral performance may be much poorer than in other areas.