Evidence-based strategies for Deaf, deaf and hard of hearing
Consider adjustments to teaching style
Communicate in different ways
Consider including visual methods of communication, such as posters, role plays, captioned videos, storyboards, and classroom schedules.
Consider using a role model
Deaf, deaf and hard of hearing students who communicate via sign language may benefit from having a language role model who they can learn from and communicate with in the classroom. It may be helpful to work with an interpreter or learn some key Auslan signs.
Check you have the student's attention
When giving instructions or communicating with the student, maintain eye contact and check that the student can see your face and mouth.
Allow more time to communicate
Some students may need more time to process information, especially if lip reading is involved, and answer questions (for example, via the use of sign language, picture, or gestures).
Make adjustments to activities and equipment
Allow the student to use technology or assistive devices
Deaf, deaf and hard of hearing students may have different ways of communicating. Some might use assistive technologies such as hearing aids and cochlear implants, and may communicate using tablets, pictures, or gestures. Consider how you can incorporate these into classroom activities.
Maximise technology
Some students may have communication aids to assist with participation in the classroom. For example, a transmitter and microphone may be needed so students can pick up verbal communication. Encourage students to use technology that best supports them.
Provide plenty of opportunities for peer interaction
Consider providing small group work, buddies, and role playing. It may be helpful to teach hearing students how to best communicate with their Deaf, deaf and hard of hearing peers. This could involve teaching key Auslan signs to the classroom.