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Many students who are hearing impaired do not disclose until they are part of the way through the course and find that they are struggling to learn. Inclusive teaching practices will help to avoid this and all students benefit from this.
Disclousure from the student about impairment is essential.
Sound Enhancement
On all our campus, AMFM systems are available, and hearing loop systems can be installed. This equipment can be used by students who wear assistive hearing devices and by those who do not. A discrete pyramid shaped microphone can be used in conjunction with an attached microphone, worn by the tutor.
Particular seating in class can be arranged and reserved for a student. All of these stategies can be arranged through the Access Aoraki.
Inclusive teaching practices
These will enhance the learning experiences of all students, not just those with hearing loss or impairment.
Project your voice strongly, clearly and slowly to the back of the room. Diaphragmatic breathing will assist this.
Speak at a measured pace, using short rather than complex, lengthy sentences.
Encourage students in class to speak one at a time without interruptions. It can be difficult for the hearing impaired person to discern one voice amongst many.
Always face the class when speaking. Do not accompany board writing with a commentary and avoid speaking to the class from the back of the room. Many hearing impaired people use lip reading.
Use plenty of handouts, copies of PowerPoint, overheads etc for ALL students. When anyone is using overheads, always face the class.
Speak at a measured pace with clear diction, using short, clear sentences that enhance handouts.
Encourage other students to use inclusive practices when speaking, avoiding gestures that may obscure the mouth, speaking clearly with out shouting, using a measured pace and speaking from the front of the room.
If possible arrange the room in a wide U shape.
Access Aoraki can arrange note takers if required.
Written messages and gestures are important when communicating with people who have hearing loss. When in doubt about being heard, write it down on a piece of paper.
Arrange a confidential meeting with the student after the first week of classes to make sure that strategies and resources are meeting their needs.
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