Possible characteristics you might see the student display:
- Misunderstanding of oral directions
- Intense concentration on the speakers face
- Use of loud or distorted speech
- Requests speaker to repeat or spell words
- Consistent failure to respond when conversation is directed to the student.
- Student may have an interpreter or note-taker
- Odd or off-topic responses to questions
- Student wears hearing aids or requests you to wear a mike for a FM system
Top 10 teaching strategies to consider
- Consider classroom accommodation as soon as you receive the electronic letter of accommodation. Provide seating to meet their needs.
- Be aware of your actions. Create an atmosphere of understanding and classroom support. Be patient and repeat as requested.
- Be visible and keep a clear line of sight with the student.
- Normalize to the presence of an interpreter or wearing a mike.
- If speaking 1:1 with a student using an interpreter, talk directly to the student, not the interpreter. An interpreter's role is to relay exact conversations to and from the student.
- Use visual communication modes..PowerPoint, online materials or visual aids.
- Check in with student. Discuss how the accommodations in your classroom are working. Ask for any suggestions on how to improve communication in the classroom.
- Give feedback to the student in both oral and written form.
- Frequently write key concepts on the board, or use PowerPoint notes.
- A good alternate way to communicate 1:1 (e.g. with out an interpreter or if the student may be without hearing aids for a time) is to sit in front of a computer screen and type or, in a pinch hand, write the communication. If the student is a lip reader speak in a normal voice and don't exaggerate lip/mouth movement.
Check out these other resources:
If you would like to read more about this topic see Disability Services: "Faculty Training Tips: Guidance for Teaching Students with Disabilities, Chapter 4, pages 101-108.