Interpreters Hands-On Communicating

• The student should have a clear view of the faces of the teacher and the other students.
• Do not seat the student facing bright lights or windows where a glare or strong backlighting will make it difficult to see the faces of others.
• Remember that the best place for a deaf or hard of hearing student may change with the teaching situation. Make sure the student feels free to move about the room for ease of communication.

For students depending on spoken language communication

• When possible, seat the student close to the teacher’s desk for the best listening and viewing advantage.
• Familiarize yourself with how to check a child’s hearing aid.
• Do not exaggerate mouth movements or shout, this may cause distortion of the message through the hearing aid and cause greater difficulty the student
• If communication breakdowns occur, try repair strategies such as rephrasing the message, saying it at a slower pace, or writing the message when appropriate.

For students depending on visual communication

• Try to remove “visual noise” (visual interference) from communication situations ( i.e.: bottle on table, door open, paper in hand while signing, jewelry of signer, overhead projector in the way)
• When a sign language interpreter is being used in the classroom make sure the interpreter has an opportunity to complete the message before moving on to the next point.

Facilitating classroom discussions

• When possible, have students sit in a circle.
• Remind students to speak one at a time.
• Point to the student who will speak next. Wait for the deaf or hard of hearing student to locate the speaker.

DOs that will help deaf or hard of hearing students

• DO use as many visual aids as possible. Use written instructions and summaries, and write key words and concepts on the blackboard. Utilize captioned films when possible.
• DO use attention-getting techniques when they are needed: touch the student lightly on the shoulder, wave your hands, or flash the lights in the classroom.
• DO set up a buddy system to help deaf or hard of hearing students with note taking, clarifying assignments, etc.
• DO ask questions and spend individual time with deaf or hard of hearing students periodically to make sure they are following the instructions.

DON’Ts to Keep in Mind

• DON’T change the topic of conversation quickly without letting the deaf or hard of hearing students know that the topic has changed.
• DON’T talk with your back to the class, your face obstructed by a book, or with a pencil in your mouth.
• DON’T call attention to misunderstandings or speech errors in front of the class. If this becomes a problem, discuss it with the child’ family or other support personnel who may be working with the child.

Developed by: Debra Nussbaum, Audiologist, Kendall Demonstration Elementary School.