10 Do’s and Don’ts To Consider
When Teaching Deaf/Hard of
Hearing Students
Dr. Nanci A. Scheetz, CSC
Professor, VSU
Dr. Susan Easterbrooks
Professor, GSU
1. Do arrange your classroom to accommodate
deaf or hard of hearing students
• When possible place chairs in a circle or semi circle.
Many deaf or hard of hearing students use
speechreading to help them understand what is said.
They need to sit where they can see you and others in
the class.
• If a student uses an interpreter the student needs to sit
where he or she has an unobstructed view of the
interpreter.
• Let deaf students advocate for themselves and discuss
with you where the best place is for them to sit.
Don’t set up your classroom where…
• The student is sitting next to a noisy area like a
doorway or where an air conditioner or projector is
located.
• You have your back to the window or another light
source. This will make it difficult for the student to
speechread you.
• You are talking while writing on a blackboard as it will
be impossible for the student to speechread you.
• At 15dB loss students can miss up to 10% of the
speech signal if the teacher is further away than 3 feet.
2. Do make your, assignments, directions,
and lessons visual
• Write directions on the board before giving them orally
• Write all homework assignments on the board
• Post information about quizzes, test dates, special
events, field trips, and schedule changes
• Present information visually as well as auditorily using
webs, graphs, and diagrams.
Don’t begin teaching before the deaf or hard
of hearing student has a chance to look
• Don’t be afraid to flash the lights to get everyone’s
attention before you start.
• Don’t hesitate to assign a classmate to let the deaf or
hard of hearing student know that you’re ready to begin.
• If you tell the students to look at something in their
books, don’t keep talking while they look.
3. Do make notes available to deaf and
hard of hearing students
• Taking notes can be difficult if not impossible for d/hh
students. If the student needs to watch you to get
information, he/she cannot look down and take notes.
You can select a student in class to be the notetaker.
• Include as much information in your notes as possible.
• Include examples
• Use diagrams and illustrations to make points clearer.
Don’t provide the student with incomplete or
hard to read notes
• Don’t write notes with incomplete sentences
• Don’t crowd too much information in a small
space
• Don’t omit new vocabulary or definitions
• Don’t omit examples or illustrations
4. Do set high expectations for D/HH students and
ask higher order thinking questions
• Do ask questions that lead to discussion rather than
those that require a yes/no answer
• Use “when”, “who”, “where”, “why”, and “how”
questions.
• Take advantage of “wait time”. Give students enough
time to generate a thoughtful response.
• Do schedule activities that promote critical thinking
skills
Don’t set low expectations for your
Deaf/Hard of Hearing Students
• Do not have students just memorize rules and facts and
then practice them over and over again.
• Don’t assume because of the language differences that
deaf and hard of hearing students are not capable of
engaging in higher order thinking skills
• Don’t limit your teaching to direct instruction, engage the
students in interactive learning experiences.
5. Do include deaf and hard of hearing
students in group activities
• When conducting group discussions identify the
student who wants to speak before letting them
talk
• Repeat comments a hearing student makes if
you think the d/hh student missed it
• When you see students who are d/hh wanting to
say something be sure to allow time for their
comments
Don’t make group activities a nightmare for
students who are deaf and hard of hearing
• Don’t let more than one student talk at a time
• Don’t forget to let students who are d/hh know
when the topic of the discussion changes.
This will make it easier for them to follow.
• Don’t hesitate to write major points of
discussion on the board as the discussion
unfolds and continues.
6. Do provide your students with test taking
strategies
• Teach them how to:
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–
–
–
–
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prepare for tests
decode test questions
pace themselves during a test
use reading strategies to understand test questions
deal with questions that use the word except
examine the wording closely in true/false questions
deal with test anxiety
Do not assume students who are deaf/hard of
hearing know how to study for tests
• Some students have not been exposed to
test taking strategies and do not know how
to analyze questions.
• Some students do not know how to use
textbooks, notes, and other material to
prepare for tests.
7. Do develop an effective behavior
management plan
• Do expect students who are deaf and hard of
hearing to adhere to the same classroom rules
and expectations that you have for all students.
• Recognize that many students who are deaf and
hard of hearing come from small, self contained
classrooms where they are used to getting a lot
of individual attention – oftentimes they are not
used to waiting for a response.
Don’t treat students who are deaf and hard of
hearing differently
• Don’t hesitate to discipline a student who has a hearing
loss.
Don’t assume the student who is d/hh is understanding
the implicit meaning of what is being said. Nonverbal
clues are frequently missed by d/hh students.
• Don’t assume a d/hh student knows why
he/she is being punished. You may need to be explicit.
8. Do collaborate with the Teacher of the
Deaf
• Collaboration takes time but can be extremely valuable
• Teachers of the deaf want to:
– Answer any questions that you might have
– Provide you with support
– Help you solve problems
– Be team players
– Provide you with beneficial resources
Don’t be afraid to ask questions
• Teachers of the deaf are trained in instructional
strategies specifically for this population and
they are eager to share them
• Teachers of the deaf are familiar with a variety of
resources specifically designed to enhance
classroom activities for students who are deaf
and hard of hearing
9. Do include Deaf culture in your
curriculum
• Teaching about Deaf culture will promote
a notion of community in your classroom.
• Introduce learners to famous
Deaf scientists, Olympians,
actors, poets, and playwrights.
Linda Bove from Sesame Street
• Invite Deaf leaders in the community in to
talk with your students
Don’t be afraid to ask for help in this area
• Deaf culture provides one more avenue to make
your classroom multicultural
• There are excellent resources to assist you with
this topic
• Deaf culture helps students establish another
group that they can identify with
10. Do develop evaluations that test
instructional content
• Allow test items to be signed to students and allow
students to sign their responses
• Provide extra time, when needed for students to
complete exams
• Modify the number of test items.
• Modify vocabulary used in test items to match student
abilities
• Use projects as well as portfolios in place of written
examinations
Don’t hesitate to adapt classroom
assessments
• Don’t hesitate to use:
– Protocols
– Projects
– Portfolios to determine student mastery of
content material
10 Things to Remember
1. Do arrange your classroom so all
students have clear access to
communication.
2. Make learning visual.
3. Make notes available for students who
are deaf or hard of hearing
4. Ask higher order thinking questions
5. Include all students in group activities
Additional things to remember
6. Provide your students with test taking
strategies.
7. Develop an effective behavior management
plan
8. Collaborate with the teacher of the deaf
9. Include Deaf culture in your curriculum
10. Develop evaluations that test instructional
content.
References
• Bullard, C. (2003). The itinerant teacher’s
handbook. Hillsboro, OR: Butte
Publications, Inc.
• Moores, D. & Martin, D. (2006). Deaf
learners developments in curriculum and
instruction. Washington, DC: Gallaudet
University Press.