1. SPED 207: PRINCIPLES AND STRATEGIES IN TEACHING CHILDREN WITH HEARING IMPAIREMENT
Mathematics for Deaf Children
“ARE WE READY TO TEACH CHILDREN WITH HEARING IMPAIREMENT”
BASIC METHODS OF TEACHING MATHEMATICS
The ideal teacher knows all about his children hearing or impaired, how they grow, their needs and capabilities
as individual at each stage in their development. He is aware of the fact that they are learning indirectly from
their whole environment as well as from his direct teaching and he seeks to make the best use of the both
means.
 Play-way methods – this method of teaching was emerged from educational reformers like Froebel and
Montessori who appreciated the part served by play in learning.
 The project method – this method makes learning real by presenting a real task for the children to
tackle, this method came about as a result of the educational work of Dewey.
 Centres of interest method – this method is based on using a central topic of interest to the students in
order to coordinate all their learning for a length of time that may be as short as a few hours or as long
as a few days.
 The assignment system – in this method, the student is given responsibility for his learning, this system
of learning using the skilful organisation of individual assignment was worked out by Helen Parkhust in
Dalton, U.S.A. and came to be known as Dalton Plan (Farrant 1964).
 Questioning method – this method is based on the ability of the teacher to pose appropriate questions
which only invite but provoke and ignite student’s intuition and thinking.
Remediation principles (MATH)
By: Sir Art Abrena, BAGUIO CITY SPED CENTER
 INVOLVE THE CHILD - assessment and instructional phases, allow students to take initiative, use their own
language to express their own understanding of mathematical concepts and problems.
 ENCOURAGE STUDENTS TO SEE MATH LEARNING AS “CONSTRUCTION”- asks questions and look for patterns
and rules themselves.
 USE REAL-LIFE PROBLEMS – see math as a way to solve problems in solving problem in everyday situations, see
math as a valuable skill.
 TEACHING SHOULD INVOLVE SMALL STEPS – teaching math to hearing or impaired children should always start
from the basic with a step by step procedure like :
- Start with Shapes, Color then by Sets, Comparing Sets, Size.
 DEVELOP A PRACTICE OF SELF-IMAGE – convincing the child that he can learn math ideas, reviewing past
success, discussing their feelings about math and providing successful experience.
Materials / Visual Aids
- Flash Cards
- Tangible Materials / Visible Materials ( if possible make use of different objects with different textures)
Prepared by: Cheryl A. Joven