Hearing and Vision Loss

Classroom Implications

Hearing Loss

Hearing LossCommunication

• Speak clearly at a normal volume and pace

• Never turn your back while talking

• Speak to the student, not the interpreter

• Create visual cues– To seek clarification when misunderstanding– To indicate that you are calling on him/her

• Learn general sign language if parents support it

Hearing Loss

Classroom Set-Up

• Be aware of noise– Carpet is quieter than tile– Seat away from noise producing machines

(heaters, projectors, etc.)– If small groups are working together, place

the student in a group along the outer edges of the classroom where it is quieter

Hearing Loss

Structuring the Day

• Clearly explain rules before playing games

• Explain the systems of lunch and recess

• Have a plan in place for emergency situations (fire, tornado,etc.)

• A buddy system may be beneficial

Hearing Loss

Curriculum

• Provide written directions/information or picture cues

• Model or demonstrate what is expected

• When changing the subject, give the student information about the topic (“Next I’m going to talk about animals.”) This gives lip-readers a clue about the content.

Vision Loss

Vision Loss

Communication

• When approaching a student with a severe vision loss, always say your name to alert the student that you are there

• Be aware of how you give praise– Teachers often use smiles and body language

to express approval– Be sure to include verbal praise

Vision LossClassroom Set-Up• Seat the student up front, near the board• Be aware of glare issues

– Watch for light reflecting off the board– Avoid standing in front of windows when talking

• Keep aisles clear and unobstructed – push in chairs – keep books and supplies in desk

• Remove unnecessary items from the floor space

Vision Loss

Structuring the Day

• Be aware of special mobility concerns that PE, the auditorium, lunch, and recess may create

• Have a plan in place for emergency situations (fire, tornado, etc.)

• A buddy system may be beneficial

Vision Loss

Curriculum

• Provide a lot of verbal cues

• When giving notes:– Write in large print– Say out loud what you are writing

• When expecting the student to write:– Use special papers with wide or raised lines– Allow keyboarding if student is fluent

Vision Loss

Curriculum

• Magnify items when necessary– Use computers with extra large monitors– Handheld magnifiers– Little telescopes

• Provide sharp contrast– Black and white is more effective than color

• Use talking calculators

Vision Loss

Curriculum

• Test taking– Allow time-and-a-half for test completion– Read tests orally – Allow verbal answers– Transcribe tests into Braille

Expectations

• Be sure to keep high expectations for students with a hearing or vision loss.

• With additional time and the proper modifications and accommodations, students with hearing and vision losses can be productive members of your class!