Practical communication tips

• face the student• address the student directly, not through the support worker

• use clear voice

• speak normally, don’t exaggerate

• tap the student on the shoulder to get their attention

• when asking questions - say the child’s name, allow for delay in signing and processing time - 5 fingers rule (waiting/processing time)

• avoid digressions and changing subject

• class discussion - one person at the time• repeat / summarise what other students said

• use the Radio Aid correctly

• try not to walk up and down the aisle

• avoid talking to the board

Realistic expectations(from the student’s perspective):

• I can’t multi-task. (writing + listening/watching; watching/listening + writing)

• I can’t read this text. Can you help me with homework?

• It’s so hard. I can’t do it anymore.

FAIR ACHIEVABLE

Practical language modification tips • simple sentences with active verbs vs passive voice

• instructions broken down to simple steps

• slow down to allow for the delay in signing

The door must be kept locked at all times.

Once you collect the equipment, move onto setting up the practical as shown on the diagram on the board.

• collect equipment• check the diagram on the board• set up the practical task

Don’t leave the door open.

Specific praise

specific praise

Do you understand the consequences?most deaf students will not understand this sentence; be specific, describe their behaviour and why they are getting punished;

punishment

Basic differentiation

• visuals for key vocabulary / concepts

• Power Point slides printed

• limited copying

• key vocabulary displayed (use the word walls or the side board)

• writing frames

• simplified H/W tasks (and given before the end of the lesson with ample time for the support worker to explain it)

• re-cap of key vocabulary at the start of the lesson

• modified/differentiated assessment tasks (use of alternative media)

H/W: Find out 3 facts about education systems in Germany and France. H/W: Find out if students in Germany and France wear school uniform.

Collaboration with the support staff

• share your planning• email your PowerPoints / rough ideas for lessons /thoughts, etc.

• speak to support staff about the students and your lessons

Collaboration with the support staff continued

• share resources / ask support staff for resources they use with deaf students and use them in class

• interact with support staff, e.g. ask for a sign and use it with the rest of the class • before moving on, ask the deaf students if they have finished • give extra copy of the text and/or w/sheet to the person supporting

• before reading a longer piece of writing - give the support notice / give the child a choice - do they want to read and follow the text or watch the signer?• positioning - allow the support staff to move the child; allow the staff to move, e.g. stand next to you/ the board/ another student speaking, etc.

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