Because students rely primarily on visual representations such as the use of an overhead, posters, videos, or notes on the board will be important teaching tools. While using these visual representations, the teacher must make sure that he/she is clearly pointing to the information focused on in the discussion and then give the student a few minutes to process the information. The teacher must also take into account that the visual material cannot be too overwhelming or the student will be unable to process the information quickly, and therefore may fall behind (NDCS, 2004).
The overhead can be used to display visual images or an outline of the material to be covered. The teacher is still able to face the classroom while lecturing, allowing the student to access the information on the overhead, as well as to see the teacher while he/she is talking (Chang, Richards, & Jackson, 1996). Posters are a good way of representing information in a lesson and should be used as frequently as possible. The teacher, however, needs to remember to clearly point to the poster and the specific parts that are being used to reinforce the verbal message (NDCS, 2004).
Videos can be used in the classroom provided that they include closed-captioning and/or the teacher has provided the student with a summary of the material to be covered in the video. It is important to provide both forms of information to the student, so that he/she will be able to turn to the handout for clarification. The student should also be allowed to access the video either before or after the lesson, in order to pre-view or re-view the video’s contents. It is also important for the lights to remain partially on during the viewing of the video, so that student is able to take visual cues from the teacher or interpreter if necessary. The teacher may also want to stop the video occasionally to check for understanding of the material (NDCS, 2004; Battat, 1998).
The classroom teacher may also want to consider writing information on the board during a lesson. The teacher can use the board for recording the main ideas of the lesson, a list of key topics to be covered, or for recording the daily schedule. This allows the student to reference the board if confused as to what is being taught or expected. The teacher can also use the board to write a list of concepts to be covered in each lesson. This allows the student to follow along and have a sense of where the lesson is heading and what material is included. By writing the schedule in a prominent place in the classroom, students will be able to access the information easily and make reference to it as necessary. In addition to the schedule, it is also important that the teacher write down any announcements and assignments on the board. This will allow all students to quickly check and see what he/she need to be working on, as well as to locate important information (NDCS, 2004; Battat, 1998).
The teacher might limit the time spent on lectures and focus attention on teaching through hands-on activities. This allows the student to interact with the lesson in a manner that does not cause fatigue. It can be exhausting for the student to follow along with a lesson either through the use of an interpreter, speech reading, or his/her own hearing. The use of hands-on activities gives the student a break, benefits the entire class, and does not single out a specific student as needing accommodations in order to learn (NDCS, 2004).
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