Hearing Impaired Pupils
Difficulties
- Difficulty
in understanding spoken language which can lead to frustration and
behaviour problems.
- Problem’s
following teacher’s instructions.
- Trouble
following group discussion.
- Problems
with new vocabulary.
- Difficulty
with reading.
- An
impoverished vocabulary.
- Feelings
of isolation.
- Fatigue
as a result of the increased concentration required of hearing impaired
pupils.
- A
loud voice due to poor self monitoring.
Support
Strategies
Using audio
visual materials
Be aware that television and video programmes can be hard to lip read.
- Use
programmes that have been signed or subtitled.
- Arrange
for a transcript to be made of the programme. It is useful for the pupil to have this
before watching the programme.
- Some
pupils might benefit from watching the programme again
- Stop
the programme occasionally so that you can check the pupil’s understanding
and discuss the main issues
- Make sure the pupil can see the
television clearly
General hints and tips
In the classroom
- Check
that the background noise is kept to a minimum
- Use
displays for language development.
Displays with pictures and captions or explanations can provide
important visual clues for deaf pupils.
Communication
- Make
sure you have the pupil’s attention before you start talking.
- Speak
clearly and at your normal pace avoid shouting and whispering as this
makes mouth patterns more difficult to understand.
- Encourage
the other pupils to speak one at a time and to raise their hand before
speaking so that the deaf pupil is aware of who is talking.
- Use
gesture and facial expressions to help pupils understand what you are
saying.
- Repeat
or re-phrase what you have said if pupil has not understood.
Positioning
- Make
sure there is good lighting and your face is not in a shadow.
- Face
the pupil when talking and allow some space between you and the pupil for
signing and lip-reading purposes, ideally keep a distance of between one
and two metres.
- When
talking don’t walk around the classroom or turn to write on the
black/white board.
- Avoid
sitting a deaf pupil near noisy equipment.
Teaching
- Give
context to what you are saying by using visual aids such as pictures or
models.
- Make sure a child knows when there is to
going to be a new topic of conversation so that they understand the
context
- Write
keywords, topic headings or questions on the board or overhead projector.
- Allow
time for a deaf pupil to look at a visual clue or demonstration before you
start talking again, this will give them time to focus their attention
back on you.
From
Deaf Friendly Teaching p 54
. Resources
- Deaf
Friendly Teaching (Book in Learning Support Base)
- The National Deaf Children’s
Society
15 Dufferin Street
London
EC1Y 8UR
e-mail helpline@ndcs.org.uk
·
Communication Support Service for Highland Deaf Community
www.deafsociety.org
Contact: Colin
Macleod
Admin Support Worker - CSU
Deaf Society – Highland Office
The Gateway, 1A Millburn
Road, Inverness, IV2 3PX
Email: highland@deafsociety.org
British Sign Language (over
300 animated signs)
- Highland Deaf Education Service
Dingwall
Primary School
Dingwall
IV15
9TU
01349
862882
- Highland Society for the Deaf
16 Kenneth Street
Inverness
IV3 5NR
O1463 222898