Curriculum considerations for Deaf, deaf and hard of hearing
The creative arts curriculum can provide Deaf, deaf and hard of hearing students with opportunities to freely express their passions, thinking, and emotions. It may also help with developing problem solving, movement, visual and social skills.
Some Deaf, deaf and hard of hearing students may need support with reading and writing as they may communicate primarily via sign language. Consider working with an Auslan interpreter where relevant.
When teaching the student new words or key literacy concepts, consider using visual aids such as cue cards, flip charts or videos. This can then be complemented by examples that the student can relate to.
Consider making adjustments to your teaching style.
Some Deaf, deaf and hard of hearing students may need support with abstract mathematical concepts, attention, and memory.
Give clear, specific, and direct instructions. It might be helpful to present mathematics problems in a step-by-step format.
Consider using visual aids such as picture cards, flip charts or posters that students can refer to quickly and easily.
Some students may need more time to learn and complete their tasks. Consider breaking down learning and activities into smaller but challenging concepts or tasks.
Encourage the transfer of mathematics concepts into the student’s everyday activities. This can be through hands on arts and craft activities, or role plays that focus on some of the language used in mathematics (for example, more, less, if).
Consider using computer software to support the student.
Personal development, health and physical education
Some Deaf, deaf and hard of hearing students may have trouble with their balance during physical activities.
Consider how you communicate and give instruction.
Human society and environment
Consider adjusting your teaching style.
Science and technology
Consider using hands-on activities that use multiple senses (for example, touch, sight, and smell) to reinforce key concepts.
Think about how you communicate and give instruction and consider the environment.
Some students might benefit from the use of videos and computer software to be able to visualise key learning concepts. Consider adjusting activities and equipment.
Some Deaf and hard of hearing students may need to learn both spoken English and sign language (for example, Auslan). This may make learning an additional language challenging.
Assess whether learning a language will be of advantage to Deaf, deaf and hard of hearing students on a case-by-case basis. Work collaboratively with the student and their parents or carers and support team.
If they are learning a language, focus on areas of strengths (for example, visual learning) and build from there.