deafhearingimpaired

Ø Communication problem(s) Ø Talk loudly Ø Unusual qualities of speech Ø Frowning, tense muscles Ø Deformities of outer ear Ø Turn good ear toward speaker; stares at speaker Ø Wear hearing aid and/or have cochlea implants Ø Do not respond when questioned Ø Ask to have things repeated Ø Lip read Ø Use signs Ø Do not follow directions well Ø Do not understand nuances of language such as vernacular regional expressions, sarcasm Ø Need extra help in understanding and eveloping appropriate social behavior Ø Experience confusion, misunderstanding and a feeling of isolation Ø Low test scores although IQ may be normal or above Ø Possibly educationally retarded
 * __ Deaf and Hearing Impaired __**
 * // Possible Characteristics //**

Ø Seat in central location where you can face the student when you talk and keep natural light on your face Ø Use a natural rhythm of speech in complete, brief sentences with natural gestures Ø Do not chew gum or have visual distractions like excessive make-up or jewelry Ø If the student has an interpreter, seat student and interpreter to provide a visual connection with the room Ø A “U’ shaped seating arrangement for the room is recommended Ø Do not stand in front of a window while talking Ø If the room is darkened, keep some light on the instructor’s face Ø Do not start talking abruptly, get the student’s attention first Ø Use the overhead projector as a visual aid so you can maintain eye contact Ø Be aware of the noise level in the LMC and minimize it when working with the student Ø Supply visual aids Ø Give the student full attention when he/she speaks Ø Do not assume the student understands if he/she nods “yes” Ø Ask the student to repeat if you do not understand him/her saying, “I can’t __hear__ you” Ø Make a special dictionary for the student of spoken and written vocabulary needed in the library media center Ø Follow a routine so the student can anticipate what may happen next Ø Learn about the hearing aid an/or cochlea implants Ø Expect the same behavior, responsibility, and dependability as normal students Ø Collaborate with classroom and all special education teacher(s)
 * // Teaching Implications //**

Source - PSLA Special Needs publication, 1994