Teachers who have students who are deaf or hearing impaired may be required to make accommodations in order to help the student reach potential. This chapter lists some specific accommodations that teachers may wish to incorporate into their classroom and teaching. By implementing a few of the accommodations, the teacher can help the child with a hearing impairment or deafness feel comfortable, confident, and successful in the general education setting.
Allowing a student who is deaf or hard of hearing to explain his/her disability to the other students in the classroom can help create a sense of community. This will allow the curiosity of other students to be appeased, as well as allow the student to be the center of attention in a positive way. Not every student will be comfortable talking about the disability; therefore, it is important to check ahead of time rather than forcing a class discussion. If the student is uncomfortable with the disability, the teacher needs to create a warm and inviting environment within the classroom. This type of environment will help the student to feel safe and secure when at school and therefore more comfortable about learning. If the teacher does choose to have the discussion with the class, it is important to stress the similarities between all the students rather than the differences. Many students will notice the differences and have questions about them, but the similarities still need to be stressed. Allowing the student who is hard of hearing or deaf a few minutes to talk about his/her disability and the other students a chance to ask their questions, enables learning to take place with fewer distractions (Sanders, 1988; Tacchi, 2005).
Chapter 1: The Spirit of Inclusion
Chapter 3: Technological and Medical Interventions
Chapter 4: Teaching Strategies and Accommodations
Chapter 5: Activities
Chapter 6: Social Skills
Chapter 7: Counseling Students with Hearing Impairment
Chapter 8: Working with Families