New Zealand Federation for Deaf Children
Hints and tips for Teachers
with Deaf or hearing impaired
students in their classrooms
New Zealand Federation for Deaf Children
General Classroom Management
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To a child with a hearing loss, a few very small classroom
management changes can mean the difference between
being a fully contributing member of a classroom, and
spending each and every day struggling.
First and foremost is to ensure that the child is sitting where
they can see the teacher clearly, but also where they can see
what is going on with the group. The far child in pink in this
picture is in the ideal spot. If the child has restricted hearing in
one ear, ensure they are sitting so their ‘good’ ear is towards
you.
While there are times when you will have your back to/ face
away from the class to write on the board, etc, ensure that
you’re not talking while you’re doing it. Deaf and hearing
impaired children benefit from all the visual cues they can get
in order to help follow what is being said.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Aided hearing can be HARD WORK!
Whether the child uses hearing aids, cochlear implants, BAHA’s or any
other hearing device, the device amplifies ALL sounds, not just the
sound of voices. The child will hear the sound of a fan whirring in the
classroom at THE SAME VOLUME as they hear your voice. Be aware of
this when setting up your classroom, and when teaching. A sound that
you naturally tune out will not only be a distraction, but will make
hearing your voice that much harder for a child.
This is also relevant for a classroom near a busy hallway, the sports field
or music room.
Because children with aided hearing need
to focus constantly to filter out background
noise, they will generally be a lot more
tired than other children in the classroom.
Fitting in some quiet time during each day
will benefit all children in the classroom,
and will give your hearing impaired child a
little time to relax his/ her brain.
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New Zealand Federation for Deaf Children
Managing the room & class
Managing the room
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Managing the class
Closing doors to noisy areas or
corridors
Closing windows to outside
noise,closing curtains and blinds
if necessary
Positioning full bookshelves and
cupboards against partition walls
(to minimise noise transfer from
other rooms)
Ensuring heating and air
conditioning systems operate within
acceptable noise levels through
regular maintenance
Turning off IT equipment such as
interactive whiteboards, computers
and overhead projectors, when not
in use
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Introducing classroom strategies
that can establish and maintain a
quiet working atmosphere within
the classroom, including good
behaviour management and
minimising scraping chairs
Encouraging pupils to develop an
understanding of how classroom
noises such as chairs scraping,
doors banging, dropping objects,
shouting and so on can interfere
with what their deaf peer can hear
Liaising with colleagues in shared
open plan teaching areas, so as not
to start a quiet reading session
when the neighbouring class begins
their music lesson, for example
Hints & tips for teachers
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New Zealand Federation for Deaf Children
Personal FM Systems
Personal FM systems are a tool that many deaf/ hearing
impaired children use in a classroom, and many teachers and
students find this technology incredibly useful.
Your school can contact the Advisor for Deaf Children (AoDC)
to see if your child will benefit from and FM device and make
the application. The FM consists of a microphone worn by the
teacher, which channels sound directly to the child via their
hearing aid/ cochlear implant. It provides the child with a
clearer signal from the speaker and will significantly reduce
background noise.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Personal FM Systems
Be aware that while the child maybe able to see you, and hear what you are saying as they
are concentrating on you, they are very unlikely to hear comments or answers from the other
children sitting around them. In this way, they may only pick up half of what is going on in the
group, and can become lost or upset very easily.
Things to do to help…
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Repeat what the other children have answered
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Indicate (to the whole class) who is speaking, and wait until
they have turned to look before the child starts.
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Ensure that only one person speaks at a time.
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Allow all students to use the FM transmitter when speaking to the class
Note, this will always be a problem for the child, and is something that deaf adults have
spoken of time and again. They will not hear the incidental conversations going on around
them and will miss a lot of general interaction. If you can teach the other children (and
teachers too) that a little bit of patience and awareness will go a long way, it will make life
easier.
If you are asked to repeat something, saying things like ‘It doesn’t matter’, or ‘it wasn’t
important anyway’ only serve to make the child feel more isolated. It may take a few
attempts, and you may feel a little silly repeating a flippant comment three or more times,
but it’s very important for the child to understand.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Parents and Teachers
Meet with the parents before the child starts school, and find out
what they think works and doesn’t work with their child.
They have no doubt learned
the hard way, and have some
priceless tips about their child.
If the child has attended Kindergarten
or other ECE centre, contact them for
the same information. The more you
can find out before the child even
starts school, the less difficult the
transition will be for everyone involved.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Who is involved with Deaf or hearing
impaired children?
In New Zealand, there are a number of different professional bodies who
may be working with a deaf/ hearing impaired child. It is best to get to know
them before the child begins school.
Advisors on Deaf Children (AoDC)
Every child identified as having a
hearing loss can be referred to the
AoDC service.
An AoDC is a professional working for
the Ministry of Education, they are the
liaison person between the professionals,
the teachers, and the family.
They are the people who can have input
into the technology used and adaptations to curriculum that can help. They
will be able to advise you on professional development that may assist you,
and they may also have resources available for you to use in your classroom
to make the learning accessible.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Who is involved with Deaf or hearing
impaired children?
Resource Teachers of the Deaf
Some children, particularly those with ORS funding, may have a Resource Teacher of
the Deaf (RTD) working with them for a number of hours per week.
An RTD is a specialist teacher. They are employed by the Deaf Education Centres
(Kelston in Auckland, and van Asch in Christchurch) and generally focus on
communication and literacy. They will work specifically with the child in an inclusive
learning setting, they will work closely with the classroom teacher to support the
deaf/hearing impaired learner.
At times the Resource Teacher of the
Deaf may work with the child 1:1 or in
a small group outside of the classroom.
Note: The RTD is only in the classroom
for a few hours per week. You are still
the primary educator for that child.
Ensuring you understand their needs
makes sure that they receive valuable
learning experiences during the rest
of the classroom hours as well.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Who is involved with Deaf or hearing
impaired children?
Deaf Education Centres (DECs)
There are two DECs in New Zealand,
Kelston in Auckland deals with
children from Turangi (south of
Taupo) to Cape Reinga (Northland),
and Van Asch in Christchurch deals
with the rest of the country.
The Resource Teachers of the Deaf
(RTD) work out of the DECs.
Audiologists/ other medical
professionals
They have an online library with
resources such as NZ Sign Language
posters, cards and DVDs, that can
be purchased.
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Often children with a hearing loss
are under medical professionals. The
audiologist may work closely with
the AODC around the child. They
can also be an information
resource.
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New Zealand Federation for Deaf Children
Ongoing Resourcing Scheme (ORS)
“The Ongoing Resourcing Scheme (ORS) provides support for children with the highest
level of need to help them join in and learn alongside other children at school. ORS is
used for:
1. additional teacher time to work directly with a child and to prepare resources for
them support from specialists such as speech-language therapists, psychologists,
occupational therapists, physiotherapists, advisers on deaf children, and others
2. teacher’s aide time to support the teacher to include a child in class programmes
and activities
3. funding for small items a child might need (known as consumables) such as
computer software, extra-size pens and pen grips, Braille machine paper,
laminating pouches or toileting products.
Once a child receives ORS, the funding stays with them throughout their time at school. ”
http://www.education.govt.nz/school/student-support/special-education/ors/overview-of-ors/
For questions on the ORS scheme, have a look on the Ministry of Education website
(education.govt.nz), or speak to the student’s Advisor on Deaf Children to see how it relates
specifically to deaf/ hearing impaired children. If you think your student is eligible for ORS and isn’t
receiving it, contact the child’s Advisor on Deaf Children, or speak to the Principal of your school.
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New Zealand Federation for Deaf Children
New Zealand Federation for Deaf Children
The NZFDC is a parent led organisation,
advocating for deaf/ hearing impaired
children and their families. They provide
information to families following the
identification of a child’s hearing loss, and
are able to work together with the various
professional bodies to ensure that the families
receive all the information they need.
The NZFDC is also a great resource for parents
and teachers, as the Executive are all parents
with deaf/ hearing impaired children, and
therefore have first hand experience with
many of the issues.
The NZFDC are always open to questions and
are able to offer different assistance where
necessary.
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New Zealand Federation for Deaf Children
Individual Education Plan (IEP)
What is it and who should be involved?
An ’Individual Education Program’, commonly referred to as
an IEP, defines the individualized objectives of a child who has
been found with a disability.
The IEP is intended to help children reach educational goals
more easily than they otherwise would. In all cases the IEP
must be tailored to the individual student's needs as identified
by the IEP evaluation process.” From Wikipedia, the free
encyclopaedia
The IEP is an official document that is held by the school, the
parents, and the teachers, that develops goals and objectives
that correspond to the specific needs of the student. These
goals and objectives are set by all those involved, and parents
have a very important say in what goes into their IEP.
The IEP must be regularly maintained and updated; ideally
once a term the team working with the child should get
together and look at the previous IEP, talk about what they
have achieved, what they would like to change, and what
needs to be continued with.
The IEP is a fluid document in that things can be updated
regularly. However, recommendations and objectives written
in the IEP must be addressed during the period stated, and
everyone involved in the process needs to be accountable to
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Hints & tips for teachers
the document.
An IEP should be updated twice
a year, and all individuals
involved with the child should be
present and included; classroom
teacher, RTD, AoDC, Special
needs co-ordinator, and parents.
One person should be responsible
for taking notes, and getting a
finalised copy of the IEP to the
group, as soon as possible.
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New Zealand Federation for Deaf Children
‘Collaboration for Success’ is the
Ministry’s document on IEPs for NZ
Like all curriculum design in
New Zealand, the IEP process is
"a continuous, cyclic process" (The
New Zealand Curriculum, page 37).
It brings together a team of people
closely involved with the student to
collaboratively plan a programme
to meet the student’s needs. The
diagram visualises this process.
Go to http://seonline.tki.org.nz/IEP to
find a copy of the IEP guidelines
‘Collaboration for Success’ and
some useful resources for teachers
and schools
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New Zealand Federation for Deaf Children
Inclusive classrooms and schools
Every child wants to fit in to their class and school, and deaf/ hearing impaired children are
no different. Their hearing aids or implants often draw attention, and can make the child feel
‘different’ just when they are meeting new people. The attitude of their peers, teachers, and
the rest of the school can make a huge difference in that child’s ability to develop important
social skills, and can avoid the feelings of isolation. Both of these have a flow-on effect to the
child’s success in the classroom.
Before the child starts school, make sure
all the teachers are aware of who the child
is, and what his/ her needs are.
Teachers on duty need to know if a child
will struggle to hear instructions, relief
teachers will need to understand the
classroom management needs…
everyone should be involved.
From the child’s perspective, the more
his/ her extra needs are just treated as
a part of general classroom management,
the more they will feel a part of that
classroom, rather than someone ‘special’
needing special treatment.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Inclusive classrooms and schools
Other children in the classroom and in the school will be interested in the
technology that comes with some deaf/ hearing impaired children.
Be open and clear with the other children, explain what the devices do,
and why they are needed. Then treat them like any other classroom
resource. Generally once children have the information they need, they
see a hearing device as just another part of their peer. Encourage this.
‘Buddying’ younger children with older
ones helps to foster good relationships
throughout the whole school. For
deaf/ hearing impaired children it also
helps promote awareness among
children in other classrooms.
It is generally ignorance that creates
issues, so giving correct information to
the whole school will help avoid
problems.
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New Zealand Federation for Deaf Children
New Zealand Sign Language
NZSL is an official language of New Zealand. There is an increasing expectation
that children should be supported to use NZSL in school settings, especially if they
need to use it to access the curriculum and participate fully in school life.
Many teachers have found that the potential for having
a deaf/ hearing impaired child in their classroom is a great
catalyst for teaching their class a whole range of new skills.
All children find NZ Sign Language one of the most fun
languages to learn, and they often pick it up very quickly.
As a teacher, don’t be frightened of ‘doing it wrong’. Learning the alphabet,
some basic signs such as ‘hello’, ‘help’, ‘my name is __’, are easy to do, and the
children love it. If you wish to learn more, there are DVDs available through the
NZFDC, Deaf Aotearoa and the Deaf Education Centres, or night classes in many
local community education centres.
Be aware; many hearing impaired children do not use NZ Sign Language, and
they may find it frightening if people begin signing at them when they have had
no experience of this in the past. Talk to the parents and find out how they
communicate with their child.
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Hints & tips for teachers
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New Zealand Federation for Deaf Children
Basic Communication Hints
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Ensure the child is watching you before you speak.
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Keep eye contact with the child when talking
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Hearing aids do not work well over a distance, so keep about one metre between
yourself and the child.
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Keep your hands away from your face, trim your moustache or beard so it’s not covering
your mouth.
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Background noise can create difficulties for deaf children and for those with a hearing loss
in one ear. Also remember reverberation is a problem for hearing aid users. Be aware of
the difficulties of listening in rooms where there is nothing to absorb the sound, such as in
bathrooms or halls.
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Avoid shouting. Speak naturally and if the child does not understand, say the same thing
in a different way.
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Facial expressions and natural gestures will aid understanding, but don’t exaggerate
expressions. When experiencing difficulties in communicating, remember patience will be
rewarded.
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Use open ended questions to make sure the child has understood, such as ‘What is the
cat doing?’, many deaf children will nod their head regardless of whether or not they
have understood when they are asked if they understand.
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New Zealand Federation for Deaf Children
Some useful Links and websites
For resources
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http://www.deaf.org.nz/resources/merchandise-order-form/tool-kits
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http://www.vanasch.school.nz/literacy-resources.php\
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http://www.nzsl.tki.org.nz/Units
For Information (please be aware, many of these links are relevant to other
countries. Ensure any information you take on board is relevant to your
school)
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http://www.deafchildrenaustralia.org.au/information-sheets-education
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http://www.ndcs.org.uk/professional_support/our_resources/index.html
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http://www.handsandvoices.org/resources/docs.htm
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New Zealand Federation for Deaf Children
Contact Us
The New Zealand Federation for Deaf Children is a voluntary committee of
parents of Deaf/ hearing impaired children with backgrounds in many different
areas. We are committed to improving the educational and social achievement
for Deaf/ hearing impaired children throughout New Zealand, and we know that
you, as teachers, have a huge role in that.
One of our roles is to help support you in your professional capacity, so please
feel free to contact us with any questions or comments.
If you have found a particularly useful resources, or have any suggestions for
classroom hints and tips, we would welcome them.
Contact us on 0800 DEAFCHILD | 0800 332 324
Email info@deafchildren.org.nz
Visit our website www.deafchildren.org.nz
We update information regularly on our Facebook page www.facebook.com/nzfdc
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