Hearing Do's and Don'ts: When You Have a Hearing Impaired or Deafblind Student

Date Posted: 04/26/2018

Hearing Do's and Don'ts: When You Have a Hearing Impaired or Deafblind Student The Classroom Environment Have I: ? closed the door? ? turned off the fan/AC? ? turned off the music? ? installed chair glides on chairs and desks? ? waited until I have my student’s attention before beginning to talk? ? checked the lighting in the classroom to make sure it is at the optimal level in order for him/her to see me and the presentation? Am I: ? five feet or less from my student? ? looking directly at my student’s face? ? providing constant opportunities for language development through speech and/or sign language? Regarding a TOD (Teacher of the Deaf) ? Have I been in contact with my student’s TOD, and do I know how to get in touch with him/her? ? Do I know how my student’s FM equipment works? ? Do I know how to check if the hearing aids and FM equipment is working properly? ? Do I have back-up batteries? ? Have at least two people been trained in how the FM system works? FM System Considerations ? Is the microphone 6-8” from my mouth? ? Have I made sure that no jewelry, lanyard, or clothing accessories are covering or touching the mic? ? Am I talking naturally without exaggerating my mouth movements or raising my voice? ? Do I pass the microphone to my student’s peers so that he/she can hear what they are saying? ? Have I muted my microphone when speaking with someone else or when I am leaving the classroom? ? Have I unmuted the microphone as necessary? ? Am I conscious of papers rustling near the mic while reading to the class? ? Am I wearing bracelets that create noise? ? Am I repeating what other (unmicrophoned) students are saying? ? Have I found/made a quiet space for my student during small group sessions? Speechreading Considerations ? Have I thrown away my gum? ? Have I appropriately trimmed my beard or mustache? ? Can my student see my entire face while I am giving directions? Is my video presentation captioned? Teaching Strategies for Deafblind Students “Implementation of effective instruction for a student with a hearing loss requires organized and consistent management.” –Honore Weiner This is accomplished through: • having well-defined goals and expectations • providing explicit identification of the purpose of the activities and how they fit with previous learning • framing of expected behaviors and responses • providing specific, meaningful, and positive reinforcement • making sure instructional style includes redundancy, repetition/rewording of student comments and questions • identification and explanation of non-literal language and multiple word meanings • checking for comprehension • using clear language and presentations Mary Johns and Amy Flores 2017

Contact: Mary Johns

Phone: (860) 602-4188

Email: mary.johns@ct.gov

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