All hearing-impaired pupils will use
lip-reading to some extent. This takes a great deal of concentration, as does the
effort to follow what is being said. Teachers should therefore keep activities
short and make allowances if the pupil flags before the end of the day. Check
whether s/he is supposed to wear a hearing aid; find out about the particular type
of aid by asking the parent or advisory/specialist teacher. The provision of a
radio aid may also help. There are many other strategies which can make a real
difference:
cut down on background noise, e.g. by having chairs with rubber stoppers
seat the pupil near the front of the class, on the window side of the room, so that the
light falls on your face
don't sit the pupil near a noisy heater
don't talk while writing on the blackboard
do use animated facial expressions and point to sources of information
don't use single words; help the child by providing the context
do use visual support, e.g. objects, pictures, photos
keep your hands and any visual aids away from your mouth
speak naturally, at a normal speed (unless you normally speak very fast, in which case
try to slow down)
don't use exaggerated lip movement
don't shout, but speak clearly
if the pupil doesn't understand, don't repeat what has been said, but do try to rephrase
it
make sure the pupil is paying attention before you start speaking
if using radio, cassette player or TV, give the pupil some indication beforehand of what
the programme is about; if necessary provide a transcript
develop listening skills by playing auditory discrimination games (e.g. identifying
instruments) and auditory memory games, e.g. "I went shopping and bought......"
make sure the pupil is included in group discussions - place her/him with others who
will be sympathetic, and allow her/him time both to follow what is said and to contribute
remember class discussions are particularly hard to follow, so repeat pupils'
contributions
be aware that it is impossible to lip-read and to take notes at the same time; provide
notes, or ask another adult or student to help with note-taking
realise that older pupils will need help with mastering the technical language of a
range of subject; new terms should be written out, where possible and then explained
if a pupil uses sign language and has an interpreter, speak directly to the child/young
person and not the adult (interpreting is extremely wearing and there will be a need for
frequent breaks)
make sure instructions about homework are understood, e.g. by getting the pupil to
repeat what s/he is to do
The pupils with a hearing loss has to work extra hard to reach her/his potential and to be
accepted socially. Be sympathetic, offer encouragement and do everything that you
can to ensure that other children realise that being deaf does not mean that the
individual is any less intelligent than others or does not have language. Latch on
to the child's strengths and provide opportunities where s/he can shine.