Practical communication tips • tap the student on the shoulder to get their attention• face the student• address the student directly, not through the support worker• use clear voice• speak normally, don’t exaggerate• avoid talking to the board• when asking questions - say the child’s name, allow for delayin signing and processing time - 5 fingers rule (waiting/processing time)• avoid digressions and changing subject• class discussion - one person at the time• repeat / summarise what other students said• try not to walk up and down the aisle• use the Radio Aid correctly
Realistic expectations (from the student’s perspective):• I can’t multi-task.(writing + listening/watching; watching/listening + writing)• I can’t read this text. Can you help me with homework?• It’s so hard. I can’t do it anymore. FAIR ACHIEVABLE
Practical language modification tips • simple sentences with active verbs vs passive voice The door must be kept locked at all times. Don’t leave the door open. • instructions broken down to simple stepsOnce you collect the equipment, move onto setting up thepractical as shown on the diagram on the board.• collect equipment• check the diagram on the board• set up the practical task• slow down to allow for the delay in signing
specific praise punishment Do you understand the consequences?most deaf students will not understand this sentence; be specific, describe their behaviourand why they are getting punished;
Basic differentiation • key vocabulary displayed (use the word walls or the side board) • visuals for key vocabulary / concepts • re-cap of key vocabulary at the start of the lesson • simplified H/W tasks (and given before the end of the lesson with ample time for the support worker to explain it)H/W: Find out 3 facts about education systems in Germanyand France.H/W: Find out if students in Germany and France wearschool uniform. • writing frames• modified/differentiated assessment tasks (use of alternative media)• limited copying• Power Point slides printed
Collaboration with the support staff• speak to support staff about the students and your lessons• share your planning• email your PowerPoints / rough ideas for lessons /thoughts, etc.
Collaboration with the support staff continued• share resources / ask support staff for resources they use withdeaf students and use them in class• interact with support staff, e.g. ask for a sign and use it with therest of the class• before moving on, ask the deaf students if they have finished• give extra copy of the text and/or w/sheet to the personsupporting• before reading a longer piece of writing - give the support notice /give the child a choice - do they want to read and follow the text orwatch the signer?• positioning - allow the support staff to move the child; allow the staff to move, e.g. stand next to you/ theboard/ another student speaking, etc.