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In order to provide support for students with a hearing impairment we as educators have to make sure to implement things that serve as tools. One tool that is vital for the best outcome and success for the student is implementing a Visual Timetable. Now Visual Timetables endorse engagement from the student. In implementing this structure students are given a timeline and are encouraged to get through tasks and transition into new ones more smoothly. This tool also gives opportunities for students to become independent. Having this tool part of a classroom allows for students with a hearing impairment to check themselves without needing to ask for instructions. There is an important key element to this tool, it provides structure and routines for students to follow and with help of visuals it makes it most accessible.

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Resource 2: Giving Instruction at Specific Locations

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Resource 2: Giving Instruction at Specific Locations

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Having set location(s) to give instructions in the classroom is a very great strategy to implement in order to support students with a hearing impairment. This approach allows for clear communication and instructions to occur. Students are to know where these locations are at the beginning of the school year. Once telling students it is most likely that there will be less distractions and clear instructions will be given. This also gives students a heads up as to when their full attention is needed, and when it is time to focus and pay attention because of the given location they are gathered in.

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The Nationwide Children’s website is a great resource for educators to learn from. In this website it goes on to state how to best support students with hearing loss by paying attention to, classroom acoustics, the FM system, and even goes on to connect ideas to 504 and IEP plans. Some of the many strategies to use include using visual models and cues, being aware of distance from the child and you, taking time to repeat and slowing down when speaking and more. Some of the ways the website states in helping improve acoustics is by closing classroom doors, arrangement of desk, using tennis balls and putting them on the bottom of chairs; these are some of the many adaptations that can be done in order to improve the students' learning environment to be as accessible as it is for others.

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This video is very helpful and touches base on essential approaches and also demonstrates how it is to be done. The video starts off by stating the importance of reducing background noise. This can mean closing doors and windows in order to allow for students to have concentration. Another important factor is making sure the student is able to read your lips. This is especially essential for students who have lost their hearing completely. The approach to this is to exaggerate lip and mouth movements when speaking. As educators we have to understand that these students need us to get their attention prior to talking to them. For example just calling out their name may not be enough therefore we have to get their attention by doing hand movements or tapping on their desk. Lastly students with a hearing impairment need breaks just like any other learner. Students need time to take in and settle information.

By ensuring that we exaggerate hand movements and mouth movements we are allowing students to match our words and our body language to gain better comprehension.

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Tips for teaching deaf children with a mild hearing loss

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Resource 5: TTAConline Instructional Strategies for Students who are Deaf and Hard of Hearing

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Resource 5: TTAConline Instructional Strategies for Students who are Deaf and Hard of Hearing

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This website goes into Instructional Strategies for Students who are Deaf and Hard of Hearing. It highlights the importance of visual representation, systematic vocabulary instruction, pre-teaching, and making sure to take note of the students strengths and weaknesses. One of the most vital ideas from the website is basing instructional strategies on students “receptive and expressive communication strengths.” In enforcing these ideas we are allowing there to be a good form of communication to be built and students and teachers can collaborate on what seems to be working and if any modifications are needed. Lastly the information listed also states the significance of giving students opportunities to collaborate with each other in order to get insight; this also gives students time to listen to information again if needed and gives them reassurance in their ideas.

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Instructional Strategies for Students who are Deaf and Hard of Hearing

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The mission of Virginia’s Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs. T/TAC services increase the capacity of schools, school personnel, service providers, and families to meet the needs of children and youth.

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Resource 7: Group Speech & Music Therapy for Kids with Hearing Loss

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Resource 7: Group Speech & Music Therapy for Kids with Hearing Loss

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In this video it goes into having group music therapy to support students with a hearing impairment. Music therapy helps students develop their listening and speaking skills. Music responses as a relaxing tool that gets students to build on their skills and most importantly practice these skills in order for them to be stronger in those aspects. This approach also grows their cognitive development, social skills, forms of expression and auditory skills. In implementing this students learn to cope and grow, while also experiencing a fun way to learn!

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Group Speech & Music Therapy for Kids with Hearing Loss

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It is important to keep in mind that when working and supporting students with a hearing impairment we need to take into consideration that seating is one of the most important factors in their learning. Making sure to seat students in specific areas where there is low background noises, and there are better outcomes of their comprehension. Seating a student closer to you being the educator is not the only factor that has to go into the planning process of arranging seats. As educators we want to make sure that we are seating the student with peers that they feel most comfortable with, work most effectively with and overall will succeed with. It is important to implement these features because we want students to have collaborative experiences with their peers. We also want students to feel supported in the environment in ways that they do not feel isolated and feel attended based on their needs.

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Resource 9: Providing Written Materials 

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Resource 9: Providing Written Materials 

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Providing written and visual materials can benefit all learners, but it can be most effective for students with a hearing impairment. These materials can consist of outlines of lessons, extra support worksheets and any visual graphs and diagrams. There is clarity and structure in these materials. Students are more likely to connect their own ideas to the information presented. Most students with a hearing impairment rely on visual representations and this is one of the many ways to deliver to their needs. Lastly it prepares students. Learners learn best when they are prepared to ask questions, comments; it’s a way to get students to be engaged in their learning.

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Resource 10: Checking for Understanding 

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Resource 10: Checking for Understanding 

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Implementing this method and strategy to check for comprehension is very significant for us educators to know what to work on. Specifically for  students who have a hearing impairment we want to ensure that they understand the concepts in order to move on and one way is by setting up a table in which they demonstrate their comprehension with a signal. In some cases this may mean that teachers implement 3 2 1. Showing a number three means that the student understands the material completely two is the student understands some parts and needs help on other parts and lastly one means they need extra support. In implementing this strategy it allows for your students to feel most comfortable in how they are presenting their feedback and are not scared or shy to ask for help or ask for repetition or some kind of revisit on materials or instruction.

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Introducing morning talk as part of a daily routine helps all diverse learners work on their listening and speaking skills. Specifically for students with hearing impairment it gives them an opportunity at the beginning of the day for about 5-7 minutes to speak about topics that are posed by their teacher. Usually these topics help students get to know each other on a deeper level. It helps create positive relationships, forms connections and overall is a great stress reliever for students to speak their mind. Having morning talk be a part of a daily routine gives these students a sense of structure on how the day starts.