Communication Tip Sheet

Classroom Adaptation

• Students with hearing loss need to see your face all the time to speech-read and get meaning clues. Your non-verbal communication is crucial. Use your smiles to encourage, invite, and include. Optimum natural lighting is important. Try not to stand in front of lights or windows as they cause your face to go in shadow.
• Speaking naturally is the most help to your student with hearing loss. Talking very loudly or over-enunciating does not help your student, in fact it makes it harder for him/her.
• Write vital information (class changes, quiz or exam dates, etc.) on the board.
• Repeat questions or comments being raised by classmates, as they may not be heard when first uttered.
• An outline of the class agenda--just 3 or 4 points jotted on the board really helps the student get a sense of purpose, direction, and timing for short term work which fits into the longer range planning.
• Whenever possible use closed-captioned media or provide to the student an outline or script in advance of the material being shown. When presenting slides or movies, keep in mind that the hard of hearing student is at a great disadvantage when trying to process information from such presentations unless it is closed-captioned.
• Use of overheads, visuals, handouts and outlines may be helpful.Allow the student sufficient time to see as well as “hear” what is being said. This is especially important when using visual aids.

One-to-One:

• Get the student's attention with a soft touch or visual sign and keep eye contact.
• Speak naturally without overemphasizing. Short sentences are best.
• Keep mouth visible. (Don't turn away, cover your mouth, etc.)
• Use the words "I" and "you" and keep direct eye contact, even when using an interpreter. Remember you are communicating directly with the student.
• Use gestures, body language, and facial expressions to support communication.
• Check comprehension of instructions or content of lessons. A direct question such as ' tell me what you need to do ' is better than 'do you understand'.

In Groups:

• Identify the speaker.
• Identify the topic, repeat questions asked, and summarize whenever possible.
• Insist on one speaker at a time and reduced general noise.
• Make sure the student who is hard of hearing or deaf gets all the vital information. You may need to repeat answers given by students seated behind the student with a hearing loss.
• Seat the student where he/she can see the speaker and classmates, and receive the clearest possible audio signal (round table or semi-circle arrangements are best). Usually the student will know where to sit.
• Remain in one position as much as possible when speaking. Walking up and down in front of the class makes speech reading difficult.

Through an Interpreter:

• Speak directly to the student who is hard of hearing or deaf, not the interpreter. The interpreter is not part of the conversation and relays everything you say.
• Speak clearly in normal tones at a well-paced rate and volume.
• Provide good lighting for the student and interpreter, especially during slides, films, videos. An outline of main points ahead of time is helpful.
• In classes, outlines of the materials to be studied, new vocabulary, and lots of visual aids assist the student and the interpreter.
• It is helpful to spend a few minutes ahead of class with the interpreter to briefly review the topics, agenda, and information.