You can download this guidance from our Documents page.

In the Classroom

• Check that background noise is kept to a minimum.
• Use displays for language development. Displays with pictures and captions or explanations can provide important visual clues for hearing impaired children.
• Be aware of noise levels and classroom acoustics.
• Close the classroom door.
• Check hearing aids and radio aid daily.

Positioning

• Make sure there is good lighting.
• Do not stand with your back to the window, make sure your face is not in shadow.
• Face a child when talking and allow some space between you and the child for lip-reading or signing purposes, ideally keep a distance of between 1 and 2 metres.
• When speaking to the class avoid walking around the classroom or turning to write on the black/white board.
• Avoid sitting the child near noisy equipment or the door

Teaching

• Give context to what you are saying by using visual aids such as pictures or models.
• Use gesture and role play to demonstrate teaching points.
• Make sure a child knows when there is going to be a new topic of conversation so that they understand the context.
• Write keywords, topic headings or questions on the board, interactive whiteboard or overhead projector.
• Allow time for the child to look at a visual clue or demonstration before you start talking again, this will give them the time to focus their attention back on you.
• Write homework instructions on the black/white board or in a book. Allow time for them to be copied.
• Remember dictation is difficult for the hearing impaired child. They will not be able to follow what you are saying and take notes at the same time.
• A hearing impaired child will not be able to lip read if the room is darkened to watch a video, television or an overhead projector.
• Pre tutor and post tutor, where possible, to develop understanding of new language and concepts.
• Set targets and review regularly
• Have high, yet realistic expectations

Strategies for good communication

• Make sure you have the pupils attention before you start talking.
• Clue the child in to the subject matter.
• Speak clearly and at your normal pace. Avoid shouting and whispering as this makes mouth patterns more difficult to understand.
• Encourage the other children to speak one at a time and to raise their hands before speaking so that a deaf child is aware of who is talking.
• Use gesture and facial expressions to help children understand what you are saying.
• Repeat or re-phrase what you have said if a child has not understood.
• Keep your face clear and try not to cover it with your hands, hair or any objects.
• Keep sentences short and remember to explain any new vocabulary or technical terms – write key / new vocabulary on the board.
• Develop a whole school approach to deaf awareness and effective communication.