If you need to speak while writing on the board, have a student write while you dictate.If you tend to speak quickly, try to moderate your speed, and slow down when explaining important ideas and facts.
When necessary, identify the student asking questions or contributing to discussion, so the hearing impaired student knows who is speaking.
Hand out a written sheet of the questions or topics you will discuss in class that day or the following day.
In the second-best arrangement, the students and teacher have the light source to their side.
Avoid having students face the light source (Blair 81). ” or “Ask her if she has the paper today.” Say instead, “Do you have the paper today?
Do not, however, single out the hearing impaired student by announcing that you are making these changes so the hearing-impaired student is able to hear better. Encourage the student to sit in the first few rows.
Hearing-impaired students may not be as aware as deaf students of how important distance is to understanding speech (Blair 71-73).If the student uses a sign language interpreter, do not walk in front of the interpreter while speaking. ”) Don’t praise the interpreter’s skill unless you are competent to judge this.If the student has trouble understanding a point or answering your question, consider that this difficulty may be due to problems with the interpreter’s skill, rather than to the student’s intelligence or preparation.If such students consistently arrive late, they may sit in the back, which may significantly affect their ability to comprehend.Request privately that they arrive early enough to sit in the first five rows, or allow the student a designated seat near the front.Watch for such whispered conversations and stop them.