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Deaf/Hard-of-Hearing

What are some strategies I should consider and/or implement when I have a student who is Deaf or Hard of Hearing in my classroom?

There are several strategies one can consider when working with a student who is deaf or hard of hearing. While there are many strategies it is important to keep in mind that not every strategy will work for every child. You may need to experiment and try different strategies until you find one(s) that work well for your particular child.

Use captioned files, videos, laser disks, and DVDs. Also consider providing a script or notes based on the media.

Write all homework assignments, class instructions, or procedural changes on the blackboard, overhead, or somewhere else visual in the room (do not just rely on the verbal message). And make sure that what you write is legible and easy to read for the student.

• Provide an outline before the lesson or activity and also provide the student with a list of your expectations.
• Use visual aides.
• Use facial expressions, body language, and gestures to help convey your message(s).
• When communicating always face the student (even when he/she has an interpreter, talk to the student not the interpreter).
• Use an interpreter (when needed and provided).
• Try to eliminate background noise.
• Make sure you have the attention of the student before trying to communicate with him/her (i.e. maybe you want to tap them on the shoulder).
• Supplement auditory alarm systems (i.e. regular bell and emergency alarms) with visual signals, such as flashing lights.
• Consider preferential seating and get the student involved in where he/she could most benefit in the classroom.
• Make sure that the student has a direct and clear view of your mouth and face (particularly important if s/he lip-reads).
• Remember to speak clearly and naturally, using a normal pace.
• Translate audiotapes and other auditory material into print form.
• Present only one source of visual information at a time.
• Focus your chalkboard on the information being presently discussed (unless it also provides a schedule).
• Have another student take notes on carbonless note-taking paper.

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