1. Strategies in Teaching Hearing Impaired
Children
in an Inclusive Setting

2. Fear
Prejudice
Preparation
Skills
Openness
Knowledge

3. Resources
Support
Creativity
Resourcefulness
Collaboration
Communication

4. Terms to remember:
• A modification means a
change in what is being
taught to or expected
from the student.
• An accommodation is a
change that helps a
student overcome or
work around the
disability.

5. how
Modifications or accommodations are most
often made in the following areas:
• Procedure
• Physical
• Scheduling
• Grouping
• Delivery
• Evaluation
• Psycho-social

6. STANDARD OPERATING PROCEDURES
– Subject to same rules, but procedures may be
modified
– Written rules and procedures posted in
locations that students can see
– Optimize use of bulletin boards
– State rules in a positive way
– Announcements made regarding class times,
activities, field work, industry visits etc.
should be given in writing

7. PHYSICAL CONSIDERATIONS
–Seat students near the teacher to
maximize use of residual hearing
–Seat students away from windows where
glare or unnecessary distractions are
present
–Seat students in a position where they can
take advantage of all visual cues

8. SCHEDULING
–Provide visual time reminders for students
during class period so that they know how
much time is available
–Establish routines and visual cues for
period transitions and other changes

9. GROUPING
–Establish a buddy system/peer
support system
–Encourage peer
tutorials/cooperative
learning arrangements

10. DELIVERY
–Do not speak when facing the blackboard.
You may need to adjust the lighting in your
teaching environment.
–Assign note-takers.
–Use appropriate gestures and facial
expressions

11. – Provide a study guide of the key concepts,
questions, vocabulary, and facts when
introducing new material. Include page
numbers where information can be found in
textbook.
– Pre-teach important vocabulary and concepts.
– Ensure that lists of the subject-specific jargon
and technical terms which students will need
to acquire are made available early in the
course.
DELIVERY

12. –Encourage students to request
clarifications and to ask questions
–Check comprehension by asking students
to summarize or by asking them to answer
questions that require substantive
answers.
DELIVERY

13. –Utilize a variety of instructional formats
–Emphasize main points visually
–Use visual aids and other instructional
materials to facilitate learning
–Any videos or films used should, where
possible, be captioned.
DELIVERY

14. EVALUATION
–You are NOT expected to lower standards
to accommodate students with a disability
but rather are required to give them a
reasonable opportunity to demonstrate
what they have learned.
–When their range of vocabulary is limited,
students may require the use of a
thesaurus or dictionary during exams

15. –Modify vocabulary used in test items to
match student abilities.
–Allow more time to complete
assignments.
–Use cooperative learning experiences
to develop cooperative small group
projects.
–Use peer tutors, paraprofessionals, or
volunteers to work with student on
task.
EVALUATION

16. - Allow students to make models, role
play, develop skits, and create art
projects to demonstrate their
understanding of the information.
- Allow written or drawn responses to
serve as an alternative to oral
presentations.
EVALUATION

17. PSYCHO-SOCIAL CONSIDERATIONS
• Home-school contracts
• Use corrective feedback
• Increase frequency of descriptive praise
• Use a behavioral contract
• Use response cost procedures
• Make books about hearing loss and deafness
available.
• Implement a circle of friends program
• Structure activities and experiences for deaf and
hearing students to work together.

18. General Strategies

19. ORGANIZATION SKILLS
FILE SYSTEM
•Communication Notebook
•Master Folder/Portfolio of
Works
•Reference Notebook

20. ORGANIZATION SKILLS
Chunking
Outlining
Graphic organizers
Mnemonics

21. Strategies for Specific Subjects

22. • Basal reader approach
• Whole language approach
–Authentic Reading Approaches
• Direct Instruction

23. • Computing Skills
–Breakdown of tasks step
by step
• Use of Manipulatives
–Concrete to Abstract
• Problem Solving
• Model-Lead-Test

24. • Hands-on/
Experimentation
• Unlocking
Scientific Terms
• Linking Prior
Knowledge

25. • Rhythm
• Auditory Training
• Speech