Skip to content

Teaching strategies for hearing impaired students

Last Updated on November 14, 2022 by Omoyeni Adeniyi

If you have been ceaselessly searching the internet lately for the latest information on methods of teaching language to the hearing impaired, then you’ve come to the right place. You need not search further as all you’ve got to do is to read on to know more. Discover up-to-date information on classroom activities for hearing impaired students, teaching materials for hearing impaired students, teaching vocabulary to hearing impaired students, instructional materials for hearing impaired students pdf and inclusive education for hearing impaired students. You will also find related posts on teaching strategies for hearing impaired students on Collegelearners.

Teaching Vocabulary to Hearing Impaired Students

Hearing-impaired children and adults are often at risk of having social challenges and not being able to fit in with mainstream groups. This is because many of the needed communication skills are language-based, according to research conducted at the Washington University School of Medicine. But there are many available types of fun activities for the hearing impaired that help foster communication and contribute to a feeling of community.

As a teacher, it’s your job to help students learn how to communicate with one another. You can’t do this effectively if you don’t know how to teach students who are hearing impaired. Here are some strategies you can use at your school:

1) When asking questions or giving instructions, face the student and speak clearly.

2) Make sure that your lips are moving when speaking so that the student knows what you’re saying.

3) Try using visual aids such as pictures or flash cards to help explain concepts that may be difficult for students with hearing impairment. This can be especially helpful if they’re learning English as a second language!

Teaching strategies for hearing impaired students

There are several types of art projects that are enjoyable activities for hearing-impaired children and adults. From drawing and coloring to painting and weaving, art is a fun activity that promotes creativity and expression. Hearing-impaired children can do basic art activities, such as watercolors and finger painting. Hearing-impaired adults can participate in more elaborate art projects, including working with clay and ceramics, as well as all types of sewing activities.

Treasure Hunt
The treasure hunt activity teaches hearing-impaired children and adolescents how to ask for help and ask for clarification, as well as to negotiate with peers. It can also be a fun game for hearing-impaired adults in a party setting. This activity requires planning beforehand, and there should be a group leader to explain how to play. The group leader hides the “treasure clues” in the activity setting (such as a classroom, backyard or house) and then divides the participants into small groups.

Each group is given one starting clue that indicates where the next clue is hidden. They must work together to figure out what each clue means. For example, the first clue may be about a fire hydrant and it could read, “Counting is fun; One, two, three; I’m out in the sun; Dogs pee on me.” Once the group realizes the clue is about the fire hydrant, they go to it and find the next clue. Most games have about five to six different clues and locations. Once the group reaches the last clue, they are rewarded with a prize, or “treasure.”

Group acting activities are another way for hearing-impaired children and adults to have fun. These types of activities can be done with or without props. Children that know how to read can use scripts and costumes to act out short plays. Charades is an impromptu activity that teaches hearing-impaired people how to fine-tune their abilities to read people non-verbally. The the game of charades may have a pop-culture theme and have items that require participants to act like celebrities. It can also take on an animal or emotions theme. For example, children can act the word “cat,” or they can act out the word “happy.”

Dancing Activities
Dancing can be a difficult activity for hearing-impaired people because they cannot hear all the sounds and tones of the music. One way to make dancing fun is to have a mimicking game. Designate a leader and ask the participants to imitate his dancing moves while the music is playing. When the music stops, all participants must freeze in place. The goal is to make dancing fun and teach the participants how to follow the rules.

Emotion Crafts
Hearing-impaired people sometimes have communication difficulties and may have issues expressing emotions. There are many ways to teach hearing-impaired children how to read and portray their emotions in social settings. Ask your students or children to create emotions posters with different emotions in each section. They can cut out pictures from magazines and simply glue them to poster boards. Another idea is to teach them the colors that depict emotions, such as “blue” for sad feelings.

Methods of teaching language to the hearing impaired

The significance of hearing often goes underappreciated until it is no longer available, and for students who have lived their entire life with a hearing loss, education can prove challenging. Teachers must adapt to each classroom of students, and working with deaf or hard of hearing students requires some modification to traditional teaching methods. However, modern techniques are allowing for a smoother adaptation to traditional education, for both students and teachers alike.

Quick Statistics About HearingThree out of every 1,000 American children are born deaf or with hearing loss, and 9 out of 10 of those children are born to fully hearing parents. An even larger number (14.9 percent of children ages 6-19) is documented as having low- or high-frequency hearing loss, in one or both ears.

More surprisingly is that most children are not diagnosed as deaf until they are two to five years old. The field of deaf education has come a long way since its origins, dating back to the 15th century. Although the field has seen great advances in recent years, it continues to be a challenging and uniquely interesting career choice.

In 1520, while working with deaf students, a Spanish monk named Pedro Ponce de Leon created one of the original manual alphabets, and in 1550, Geronimo Cardano, an Italian physician, concluded hearing is not required for learning and he used his teaching approaches for the education of his own deaf son.

Speech training for the deaf found its beginnings in 1550 (Manuel Ramirez de Carrion) and the first published approach for deaf education was recorded in 1620, with the work of Juan Pablo Martin Bonet. The first School for the Deaf in the world was founded in Paris in 1762, and simultaneously, a basic form of sign language was introduced and used as a teaching tool in the school curriculum.

Early European methods were brought to the newly formed America, and through the work of Thomas Hopkins Gallaudet, the American School for the Deaf was created in 1817. Similar schools emerged across the country, including a school founded by Alexander Graham Bell who adamantly believed that deaf individuals could and should be taught to speak. His views expressed resistance against sign language and encouraged oral education for all students.

The passage of the Education of All Handicapped Children Act in 1975 gave equal rights to public education to all students, regardless of hearing loss, and the creation of the cochlear implant and digital hearing aids in the 1980s opened up new doors for students with a hearing loss.

A lack or loss of hearing can affect a child’s learning progress, particularly in the understanding and production of spoken language. While many theories have emerged over the years as to which approach is most effective, experts agree that the teaching method should adhere to the individual student’s capabilities, needs and personality. The most common educational approaches include:

Bilingual-Bicultural: In this approach, American Sign Language is the only method used in the classroom. Traditional English is taught through exposure to printed words on paper.
Auditory/Oral: This teaching approach does not use sign language, but instead teaches the English Language through residual hearing and speech.
Total Communication: This method combines auditory and visual communication for instruction. A combination of sign systems can be used, including American Sign Language, signed English, speech and sign language used simultaneously, cued speech and/or other communication methods.
The classroom environment itself can also determine the success of a deaf student’s learning abilities, and some options for deaf education include:

Day schools
Early intervention and preschool programs
Residential schools for the deaf
Self-contained classrooms
Mainstreaming and inclusion in general education settings
Home school environment
The environment and basic methods selected for students with a hearing loss should be chosen based on the student’s personality and individual needs, but each factor should incorporate the student’s capabilities to reach the highest level of success. Modern techniques for students with a hearing loss include:

Proper Classroom Considerations: Students with hearing loss require a modified classroom, which should incorporate well-designed acoustics (for maximum sound production), little distractive noise, and proper lighting for visuals. Each student should have a clear view of all visuals as well as the instructor.
Use of an Interpreter: Many classrooms with deaf students who sign incorporate an interpreter for easier translation of material. Deaf students, who have grown up with sign language, should have sign language included in their daily educational life.
Assistive Technical Capabilities: Years of research and development have provided educators with wonderful tools for maximizing auditory abilities for those students with some degree of hearing including:
FM Systems which can project sound from an instructor’s microphone
C-Print which is a speech-to-text computer system
A speech synthesizer which converts a typed word into speech format
Personal amplification systems
Many opportunities exist for deaf education training and certification, and an educator’s responsibility is to be prepared for his or her students’ individual needs. For teachers of students with hearing loss, the right adjustments to the classroom environment coupled with advanced teaching methods can mean the difference between a student’s success and failure.

There are few better ways to make a positive impact on the future than by becoming a teacher. Students with a hearing loss benefit from the dedication of teachers, and you can begin your journey into deaf education at Saint Joseph’s University by earning your master’s degree in deaf education online. For more than 160 years, Saint Joseph’s University has motivated students to excel in their chosen careers, and your success story can start today.

Teaching the Hearing Impaired By Janet Florian - ppt video online download

According to Deafness Forum Australia, approximately one in six Australians has a significant hearing loss. Within this population, most individuals have some level of hearing impairment and only a small proportion of the group is deaf. Types of hearing loss include sensorineural (nerve-related), conductive (affecting the outer or middle ear) or a mixed hearing loss (mixture of both types.) People who use Australian Sign Language (Auslan) often prefer to be referred to as deaf rather than hard of hearing. They see this as a positive identity rather than a negative label.

People who have a hearing loss are either pre-lingually deafened or post-lingually deafened. People who are pre-lingually deafened have lost their hearing before they acquired language. People who are post-lingually deafened acquired their hearing loss after they acquired language. For each group the impact of the hearing loss and the degree of deafness will vary.

Some people who are pre-lingually deafened use Auslan. Many received cochlear implants early at birth. Some rely on spoken language. Many communicate with a combination of spoken language and sign language. Some have normal language and literacy development. Some may have issues with literacy.  It varies greatly, so it is important to understand the needs of each individual. All these factors need to be considered when assessing the types of reasonable adjustments.

People who have a post-lingual hearing loss generally acquired their hearing loss later in life. They may or may not benefit from listening devices. Some may learn sign language as a means to diversify access to communication.  As with people who are pre-lingually deafened, it is important to assess the needs of each individual before implementing any reasonable adjustments. This is because the requirements of each individual can be diverse.

Students with a hearing loss may require accommodations and assistive devices to have the best access to education. Accommodations may be as simple as preferential seating or as complex as wireless assistive listening devices in the classroom. Some will require Auslan interpreters and live remote captioning. Each learner with a hearing loss should be assessed individually and accommodations should be implemented based on the unique needs of each student.

Impact of Hearing Loss

The learning processes of students with a hearing loss  may be affected in the following ways:

  • Students who have been deafened in early childhood can be very different to students who have lost hearing later in life in terms of educational disadvantage. For example, their range of vocabulary may be limited, which in turn may affect their level of English literacy.
  • Deaf and hard of hearing students can sometimes prefer visual learning strategies. This can be a challenge in an environment where much essential information is delivered exclusively by word of mouth.
  • Students with a hearing loss may need to use assistive technology to participate in class. This assistive technology can be the laptop where software such as Skype can be used to deliver Auslan interpreters or captioning. For some it will be in the form of listening devices. For others it will be a combination of technology that includes both listening devices and computer based software.
  • The impact of hearing loss can cause delays in receiving learning material. Students who need information transcribed from tape must sometimes wait for a significant period of time for this to happen. This needs to be considered in terms of developing suitable timelines for the completion of work for each student.
  • Students with hearing loss may appear isolated in the learning environment. The possibility for social contact and interaction with other students is often limited, and this isolation or separateness may have an impact on learning.
  • Participation and interaction in tutorials may be limited. Students who cannot hear the flow and nuances of rapid verbal exchange will be at a disadvantage.
  • Some students with hearing loss coming straight from the school system have been familiar with a structured learning environment, and may require a period of adjustment when entering into the post-secondary learning environment. Communication difficulties and adjustments may lead to a level of anxiety about performing in front of others. This may affect participation in tutorials, particularly for students whose speech development has been impacted by their hearing loss.

Teaching Strategies

There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group that includes students with a hearing impairment:

  • Encourage students with a hearing loss to seat themselves toward the front of the lecture theatre where they will have an unobstructed line of vision. This is particularly important if the student is using an interpreter, lip-reading, relying on visual clues or using a hearing aid which has a limited range. Be aware that some students may not be comfortable with this suggestion or have alternate strategies. Respect their choices.
  • Use assistive listening devices such as induction loops if these are available in the lecture theatre. Hearing aids may include transmitter/receiver systems with a clip-on microphone for the lecturer. If using such a microphone, it is not necessary to change your speaking or teaching style.
  • Ensure that any background noise is minimised.
  • Repeat clearly any questions asked by students in the lecture or class before giving a response.
  • Do not speak when facing the blackboard. Be aware that moustaches, beards, hands, books or microphones in front of your face can add to the difficulties of lip-readers. Students who lip-read cannot function in darkened rooms. You may need to adjust the lighting in your teaching environment. If a sign interpreter is employed, follow the hints for working with a sign interpreter.
  • It is difficult for a student watching an interpreter to also take notes from an overhead or blackboard. An interpreter is unable to translate concurrently both your words and any information given on an overhead. It is important therefore that all information should also be available as handouts.
  • Provide written materials to supplement all lectures, tutorials and laboratory sessions. Announcements made regarding class times, activities, field work, industry visits etc, should be given in writing as well as verbally.
  • Allow students to record lectures or, preferably, make available copies of your lecture notes. Flexible delivery of teaching materials via electronic media is also particularly helpful for students who have difficulty accessing information in the usual ways. For students with a hearing loss, new technology – and the internet in particular – can be used to bridge many gaps.
  • Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are made available early in the course. If interpreters or captioning are being used as an adjustment, make this list available to the professionals providing the service as early as possible.
  • Any videos or films used should, where possible, be captioned. When this is not possible, you will need to consider alternative ways for students with hearing impairment to access the information.
  • In tutorials, assist students who lip-read by having the student sit directly opposite you and ensure, if possible, that they can see all other participants. Control the discussion so that only one person is speaking at a time.
  • Students with hearing loss, especially those with associated speech issues, may prefer to have another student present their tutorial papers.
  • Language abilities are often affected by hearing loss, depending on the age of onset. Students who acquired their hearing loss early in life may have literacy issues. In some cases, providing reading lists well before the start of a course for students with a hearing loss can be beneficial. Consider tailoring these reading lists when necessary, and provide guidance to key texts.
  • Allow assignments or reviews to be completed on an in-depth study of a few texts rather than a broad study of many.
  • Using Auslan interpreters and live remote captioning may require some adjustments in teaching styles, particularly the pace of the learning. Consult with the providers of the service early to identify any potential changes.
  • Where live remote captioning is provided, a transcript of the session can usually be assessed within 24 hours. It is recommended that these be emailed directly to the student as an accurate record of reference.

instructional materials for hearing impaired students pdf

Assessment Strategies

Always consider alternative forms of assessment where necessary. Standards are not expected to be lowered to accommodate students with a disability but rather are required to give them a reasonable opportunity to demonstrate what they have learnt. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies:  

  • When their range of literacy is an issue, students may require the use of a thesaurus or dictionary during exams. A personal computer with spelling and grammar functions may be required.
  • Provide alternatives to those assignments which are based on interviews or questionnaires, and be flexible with assignment deadlines, particularly if students have had to wait for transcripts of learning sessions.
  • Provide extra time in examinations, particularly extra time for reading questions. Some students will prefer to have questions and instructions ‘signed’ to them.

When teaching students with hearing impairments, it’s crucial to use visual aids that help them understand what you’re saying.

For example, if you’re talking about a new concept or concept you’ve introduced before, consider using a whiteboard or overhead projector to write out notes. Then use gestures to point at each word as you say it aloud. This will help your student follow along and take notes.

When giving directions, try to break them down into steps so that they can be easily understood—for example: “First, find your bookbag.” “Then get out your pencil case.” And so on. If possible, stand close to the student so that they can read your lips more easily and keep their attention focused on what you’re saying instead of worrying about what people behind them might be saying about how hard it must be for them not being able to hear well enough to follow along in class discussions or lectures without assistance from someone else (like their teacher).

Join the conversation

Your email address will not be published. Required fields are marked *