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Instructional Tips from Students
who are Deaf
and Hard of Hearing
Classroom Tips for Teachers and Students.
• Repeat other students’ answers
• Repeat directions more than once
• Don’t cover your mouth
• Don’t mumble
• Don’t put students with hearing loss in the spotlight (e.g. Did you get that?)
• Let teachers experience what it sounds like to have a hearing loss (earplugs)
• Tell other students to speak up and speak slower
• Teacher should talk to student, not an interpreter
• Teachers should talk loud, clear, and understandable
• Ask whole class for clarification, not just student with hearing loss
• Don’t talk with back to the students (writing on chalkboard)
• Review information with teachers throughout the year
Tips for Technology
• Hearing aids don’t let you hear normally
• Use closed captioning
• No tests on tape (especially foreign language)
• Be creative in the use of amplification
• Teachers need to know what to do when amplification is not working
• Give student’s more choice in selection of amplification
• Teachers should take advice from students on how to use the technology
• Real time captioning
Modifications
• Directions in writing
• Teachers write assignments on board or in planner
• Overheads prepared ahead of time, difficult to catch auditory add ons
• Student should be seated by the teacher
• Note taking, get a copy from teacher or peers
• Script of movies or videos that are not captioned
• Take proficiency test in small group
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Tips for
Teachers: Enhancing FM and Infrared (IR) Use[1]
Classroom Tips for Teachers and Students.
• Power Up: FM/IR input is dependent on the child’s hearing aid(s) or cochlear implant
working correctly. If batteries are low or the hearing aid or cochlear implant is not
turned on, the system will not work. For children with hearing aids, earmolds must be
free of wax and/or moisture.
• Performance Check: Complete a daily performance check using the Ling 6 sounds
as a quick screen (ah, oo, ee, sh, s, m) to assure access to broad frequency range of
sounds using an auditory only condition; look for any changes in the child’s
responses. If
the child utilizes personal hearing aids or a cochlear implant, perform
the check first with
the personal device(s), then through the FM/IR transmitter
(microphone) at a distance of
20-40 feet from the child. Results should be the same
for both situations.
• Teacher’s Microphone: Placement should be 6 inches from the speaker’s mouth with
the microphone directed toward the mouth. Boom or collar style microphones are
preferable to lapel styles so that there is no reduction in the loudness of the
speaker’s voice when head movement occurs. Any contact of the microphone with
jewelry or clothing can create additional noise and therefore interruption in the
transmission of the communication.
• Group Discussion: Pass the microphone to each child who is speaking. This
establishes etiquette for turn-taking as well as facilitates the child’s ability to hear
each student reducing your need to repeat what each child has said.
• Group Instruction with Classroom Amplification Systems: When you are doing
individual or small group work, it is helpful to turn off the speakers that are not part
of the instruction area to decrease disruption to other students.
• Patching to Media: For instructional media (videotape, computer, television), place
the transmitting microphone near the sound source or, if available, connect the
transmitter directiy to the media using a patch cord or the auxiliary input jack.
For FM Only
• FM/Environmental Microphone Ratio: Check with the child’s audiologist to assure
that the appropriate settings are made for the environmental microphone on the
hearing aid or cochlear implant in relation to the loudness of the FM signal. For
individual student work in a noisy classroom, ft is usually helpful to decrease or turn
off the environment microphone so that sound transmission occurs only through the
FM system: for individual student work in a very quiet setting (e.g., speech therapy,
tutoring) the FM may not be necessary.
• Group Instruction with Personal FM: Often instruction occurs in groups that may
not include all of the children who use FM. For those children who are not part of the
active group instruction, the receiving FM signal should be turned off (or, if
necessary, disconnected).
• Avoid Embarrassment: If you leave the room or do not wish to transmit your
conversation, remember to turn off the FM microphone on your transmitter!
[1] Adapted from The Guide to cochlear Implants for Parents and Educators,
Advanced Bionics, 2003, p 30-32.
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Advice from Teens
• When repeating something, don’t talk louder, talk clearer.
• If a child uses sign language. parents should too.
• When you need to repeat something, try rephrasing and maybe then I will
understand better.
• Don’t call me from another room and expect me to answer or hear what was being
said. If I hear something, it sounds like mumbling.
• Remember I am deaf or hard of hearing.
• Don’t talk at the same time; try one person at a time.
• Don’t be over protective because of my hearing loss.
• Don’t try to limit my activities because of my hearing loss. If I want to do it, I will
figure out for myself if it is too difficult.
• Be supportive of what I want to do in my life. Give me strength by believing in the
dreams I have for the world.
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Tips for
the Hearing Person
If you’re a hearing person communicating with someone with a hearing loss, please be
mindful of the following tips:
• Get the person’s attention before you speak.
• Do not put obstacles in front of your face. This includes coffee cups, hands, pencils,
etc.
• Do not have things in your mouth. This includes gum, candy, cigarettes, etc.
• Speak clearly and at a moderate pace. Speak slowly, but naturally. Do not shout.
• Use facial expressions, gestures, mimes, and whatever else helps make your
message visible.
• If you are not understood, try to say the same thing using different words. If that
doesn’t work, writing a few key words may help the person with hearing loss
understand. If that doesn’t work, write the whole sentence.
• NEVER say “It’s not important”.
• When you change the subject, be sure the person with hearing loss knows what
the new subject is.
• Do not stand with your back to a source of light.
• When in doubt, ask the person with hearing loss
what you can do to improve
communications!
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