Instructional Strategies
The following are some strategies which teachers can employ into their instruction to accommodate students with hearing loss. We have also included a number of examples where traditional instructional methods used in the classroom may be slightly more challenging for students who are deaf or hard of hearing. We have included some specific strategies to address these issues to assist in meeting the learners needs.
Pre-teaching
Pre-teaching is a strategy which involves the instructor or another individual (ie. peers, older students, parents, educational assistants) providing students who are deaf or hard of hearing with background information regarding the topic being discussed in class. This particular strategy helps students experience concepts on multiple occasions in various environments which helps the information to be generalized.
Some important items to remember when using this strategy are:
- Pre-teaching should be scheduled during times other than classroom time. An example of an appropriate time would be during student breaks of after school.
- Pre-teaching should be acknowledged on a student’s progress report and shared with the parents.
It is important to include:
- Teaching of specific vocabulary and key concepts related to the topic.
- English language conventions ie. word endings, capitalization, spelling, verb tense etc.
- Strategies which help with comprehension of directions, deductive reasoning, and inferential thinking.
The Buddy System
The Buddy System is a strategy which involves pairing the hard of hearing or deaf student up with one of their classmates/peers. This strategy is a really great tool to assist in creating a positive and understanding atmosphere within your classroom. It also promotes student self-esteem and the lack of adult intervention provides an opportunity where the student can develop a greater sense of independence. It is suggested that peer buddies be rotated so that no one student is responsible for extended periods of time.
Some examples of activities where a buddy may provide assistance are as follows:
- Note-taking – ie. providing buddies with carbon copy paper or photocopying their notes immediately after a lecture
- Signalling change in topic or activity
- Ensuring student is aware of upcoming events, exams, assignments, etc.
- Ensuring intercom messages are shared
- Clarifying classroom procedures or materials
Examinations
Some deaf or hard of hearing students may exhibit a language delay resulting from limited auditory experience. It is important to keep this in mind when presenting the student with examinations. The language of directions and exam content may pose a challenge for the student when it comes to comprehension level. Examinations should reflect the student’s knowledge of the subject content.
Some things to consider:
- Ensure directions are simple, sequenced, clear, and at the student’s level of understanding.
- Provide plenty of visual information to support written information ie. charts, images, symbols.
- Allow the student plenty of time to decipher the language, formulate a response, and then edit the content and attend to
conventions (spelling, punctuation, grammar, etc.)
- Use of a laptop computer may allow the student to respond in a more fluent manner.
- Provide the student with an interpreter (ie. sign language) to help facilitate and present directions to the student using the
student’s mode of communication.
- Use of a scribe to provide the student with an opportunity to respond in an exam situation using oral and/or signed
communication.
Oral Directions
When information is presented to the student or the class as a whole orally, this may sometimes poses a challenge to students with hearing disabilities. They may have difficulties comprehending the information being presented.
Some tips to assist with communication are as follows:
- Try and use short sentences and present them sequentially.
- If a change in topic has occurred, take a moment to ensure the student who is hard of hearing is aware of the shift.
- To verify comprehension, have the student paraphrase or repeat instructions/directions back to you. It is best to avoid
questions which require a “yes, no” response, and instead opt for questions such as “What are you supposed to do?” With this
particular strategy, it is also quite beneficial to have the entire class repeat directions back chorally. This allows the student who
is deaf to feel included, rather than singled out.
- Use plenty of visuals and repetition when orally presenting important information!
Classroom Discussion
Classroom discussions may be quite challenging for a student who is deaf or hard of hearing to keep up and follow along with.
Some tips to help with participation are:
- Work with the student to develop a cue or some sort of indicator to help them indicate when they have missed or not
understood something.
- Allow the student flexibility when it comes to seating arrangement.
- When identifying speakers, use their name as well as visual indications.
- Allow time for the deaf or hearing impaired student to visually locate the speaker
- Encourage the students to take turns and speak one at a time.
- Paraphrase each student’s comment.
- Provide a visual bank by writing key words or comments on the board.
- Be sure to announce when there has been a change in topic or focus.
Lecture Strategies
Similar to oral directions and classroom discussions, classroom lectures also pose a potential challenge to students who are deaf or hard of hearing. It is important to provide these students with visual supports so they are not only relying on auditory input.
The following are two examples of visual supports to aide students with hearing disabilities:
Visual Outline of Lecture – A visual outline of a lecture is basically a type of agenda regarding what topics will be discussed.
This helps the student anticipate what is coming next. A visual outline also helps with the students organization during note
taking. They can be presented to the student (or class) in the form of a handout, written on the board, or projected.
Slot Outline – A slot outline is similar to a visual outline, except it’s slightly more expanded. Students are provided with a visual
of information being discussed or presented during the lecture, and are required to fill in a number of blank spaces with key
points. This method helps the student develop note-taking skills. It can also be presented in individually or to the class as a
whole.
of information being discussed or presented during the lecture, and are required to fill in a number of blank spaces with key
points. This method helps the student develop note-taking skills. It can also be presented in individually or to the class as a
whole.