SENSORY SUPPORT SERVICE: Deaf / Partially Hearing Team
TOWER HAMLETS SUPPORT FOR LEARNING SERVICE
Top deaf friendly tips
1. Placement of the child in the classroom


Ideally the child should be seated near the front, where they can see the teacher and
lipread other pupils. For example, in the front or second row near the end so their peers
are visible during discussions and question and answer sessions.
Please remember to seat the child away from the door and other sources of background
noise (see Top Tips: Acoustics & Background Noise for advice)
2. Placement of staff in the classroom
 Ensure the child can see your face and lipread. Stand still when delivering instructions.
 Avoid wandering around, ‘talking to the board’ and standing with your back to the window
(in silhouette).
 Think about the position of the TA in the classroom.
3. Classroom acoustics
 Be aware that reverberation of sound from hard surfaces including, floors, walls and
ceilings could create a difficult listening environment.
 Different spaces have different listening conditions. Dining rooms, halls, gyms, science
labs and play areas often have bad acoustics. (see Top Tips: Acoustics & Background
Noise for advice)
4. Background noise
Try to minimise background noise from:
 Traffic, building works and other noise outside (shut windows and doors)

Noise from other rooms and corridors
 Technology including projectors, computers, fans and air-conditioning.
 Sounds created by movement in the classroom: scraping chairs and tables, tapping,
chatting and classroom equipment (see Top Tips: Acoustics & Background Noise for
advice)
5. Teaching strategies including visual and verbal
 Ensure the classroom is well lit
 Write lesson aims and key words on board. Point to them when speaking.
 Ensure you have the child’s attention before speaking (use their name).
 Speak clearly at a reasonable speed. Avoid shouting – it will change the natural pattern
of your speech.
 To check understanding, ask the child to repeat instructions, rather than ask if they have
heard. (S/he may say yes and nod when s/he has not.)
 Provide visual cues such as pictures, diagrams, objects and maps to introduce and
reinforce the topic. Film and dvd footage is good – subtitled if possible.
 Consider using small ‘breakout’ spaces for groupwork to improve listening and
participation.
 Remember a deaf child cannot listen (lipread) and take notes at the same time.
 Repeat what other children have said in class discussions – they may be missed or
misheard.
 Allow a little extra time for the child to process and respond to questions
 Use short sentences in speech and on worksheets.