Other considerations for Deaf, deaf and hard of hearing
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.
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).
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.
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.