Other considerations for Deaf, deaf and hard of hearing
Safety
Some Deaf, deaf and hard of hearing students may not know how to tell an adult if there is an emergency, or what to do in an emergency or emergency drill. Work collaboratively with the individual student and their parents or carers or support team, to find out the best methods of communication and support.
Consider how you can alert a student who is Deaf, deaf and hard of hearing, in the event of an emergency. Collaborate with the student, and their parents or carers, regarding relevant signs, equipment, and strategies that can be used.
Social interactions
Provide plenty of opportunities for social interactions. Encourage classmates and other staff members to use some of the key communication methods used by the Deaf, deaf and hard of hearing student.
If group work is being used, small group sizes can encourage participation and help Deaf, deaf and hard of hearing students follow discussions (for example, via lip reading).
Behaviour
Some students might show behaviours of concern. It’s important to remember students are most likely trying to communicate a need or want that is not being met.
Refer to the behaviour page for more information on how to reduce behaviours of concern by supporting the student and promoting more helpful behaviour, and our emotions page for more information about supporting a student with managing their emotions.
Sport
The School Sport Unit provides inclusive sport and physical activity opportunities and pathways for students with disability across NSW. These focus on ability, participation, enjoyment and skill development. Opportunities include gala days, Multi-Sport days, knockouts and Come-and-Try Athletics days, and are available for students with disability who learn in mainstream classrooms, support classes in mainstream schools and Schools for Specific Purposes.
Inclusive school sport programs have the potential to support a student with disability’s social, emotional, mental and physical health. Watch Lexie and Anna’s stories of what sport and physical activity, both at school and in their journey through the representative school sport pathway, has meant to them.
Homework and assessments
Have a sign language interpreter present when giving verbal instructions, such as at the start of a test or exam, or when alerting students to how much time they have left.
Collaborate with the student to work out some useful gestures and signs if needed. Students may need to sit with their back to windows and doors to avoid distractions.
Some students may need more time to complete assessment tasks. Consider discussing with parents or carers additional strategies for supporting the student.
Excursions or camps
Consider the excursion destination and the availability of visual information and captioned videos.
Transitions
For more information about supporting students with disability when transitioning across education settings, access our transition page.
Post-school transition to adult life should begin as early as possible in school.
Other co-occuring conditions
Students who are Deaf, deaf and hard of hearing can sometimes also experience specific learning disability, blind or low vision, or attention and communication challenges.
Refer to understanding disability page or common needs page to help support the student..