encourage and promote amplification of hearing
(hearing aids, auditory trainers, FM systems)
enhance lipreading opportunities
focus on familiarity of topic
eliminate or reduce the sources of noise
reduce reverberation
reduce the distance from the speaker
speak directly to the student, never behind or over the shoulder
address the student directly
many words and sounds look the same on the lips; do not repeat a
single word over and over again if the student does not understand;
use another word or phrase to express the same thought get the persons
attention before you speak
try to speak to the student from a position which allows for adequate
light to fall upon your face; shadows make lip movements difficult
to see; don't exaggerate lip patterns
let the student find the best place in the room for him/her to sit
repeat what other students say, especially questions that they ask
check the child's aids to make sure they are working
be aware of acoustic conditions, especially noise interference;
allow the child time to respond
the deaf/hard of hearing child cannot be expected to listen for
long periods of time
develop good contacts with the families (such as via a home/school
notebook) so that there is a carry-over of language experience hands-on,
experiential learning is most effective
small-group discussion work enables participation
assign a hearing buddy for the student when appropriate
write assignments on the board; familiarize yourself with the child's
assistive listening device
expect behavior and achievement levels which are similar to that
of your other students
remember that two people with almost identical hearing losses may
function very differently; each is an individual; seek help from other
professionals or agencies whenever you have a question or problem
