Vision and Hearing Impairments

Deaf: those with profound hearing loss who cannot understand sounds with or without hearing aids


Hard of hearing: those with hearing losses that impair their understanding of sounds, including communication
Listening devices and other hearing technologies enable them to comprehend oral speech and communications

Tips for Classroom Management
Making adjustments for ease of hearing and seeing speakers
  1. Place the student as close to the speaker as possible
  2. Instead of a blackboard, use an overhead projector or a computer with a projection system so the speaker can face the class when talking
  3. Reduce background noise as much as possible
  4. Do not stand with direct light behind you
  5. For class discussions, make certain the student knows who is about to speak, and ensure that he or she is able to see each individual who is talking
  6. For class discussions, arrange students’ chairs in a circle so the student can see everyone’s face

Accommodating for Inclusive Environments
Adjusting classroom routines

Teachers Communications
  1. Articulate clearly, but do not talk louder unless you have an unusually soft voice
  2. Address the student directly
  3. Use the student’s name first before asking a question
  4. Do not exaggerate your lip movements
  5. Do not chew gum or cover your mouth when talking
  6. Do not turn your back to the class when speaking
  7. Avoid moving around the classroom while speaking
  8. Speak somewhat more slowly
  9. Repeat information by paraphrasing

Additional Teacher Assistance
  1. Alert student to shifts in content and topics of instruction
  2. Use handouts to support important information from lectures, guest speakers, field trips, and instructional media
  3. Post key terms
  4. Restate other student’s questions if they cannot be clearly heard or seen by the student who is deaf or hard of hearing
  5. Spend time talking with the student with hearing loss to become familiar with each other’s speech
  6. Bend down to be at the student’s eye level when talking to small groups or working individually with the students
  7. Reduce classroom background noise as much as possible
  8. Remind the students to check the batteries for technology and assistive listening devices daily

Assistance from Classmates
  1. Ask classmates to rotate as notetakers
  2. Set up a buddy system: one classmate per class, unit, or topic

Collaboration with Others
  1. Seek advice and information about the student’s hearing status from parents and family
  2. Keep a file about important settings for either hearing aids or implants
  3. Become aware and informed about the proper use of the student’s technology, and know how to troubleshoot
  4. If the student has an educational interpreter, create time for planning and systems for partnering
  5. Consult with a certified teacher of the deaf

Tips for Effective Instruction
Working with educational interpreters

Planning and organization
  1. Interpreters and teachers set up standard meeting times
  2. They have established clear roles for working together during instruction
  3. All meetings regarding the student are scheduled when the student’s interpreter can attend
  4. Storage and working space are designated for the interpreter
  5. Lesson plans and supporting materials are shared days before the instructional activity
  6. Teachers and interpreters have time to meet before the instructional activities to clarify vocabulary and content 

Classroom organization and management
  1. The interpreter and the student are able to see the teacher and each other
  2. Placement for the interpreter is not distracting to the student’s classmates
  3. Glare and other visual obstructions are eliminated

Courtesy and social conventions
  1. Everyone talks directly to the student
  2. Eye contact is with the student, not with the interpreter
  3. The interpreter is not an academic tutor or classroom manager who resolves disruption
  4. Invite the interpreter to teach the class some sign language or share Deaf literature

Possibly the most important factor in hearing impaired children’s lives is acceptance and inclusion by their families. Some parents and other family members adjust quickly to the demands presented by a child with hearing loss. Some family members feel shame and guilt with the birth of a child with a hearing disability while other family members pity or feel sorry for the child with hearing loss. Today, particularly with the internet making information almost immediately available, parents have more assistance than ever before. Both private and public organizations provide information briefs and resource pages that are helpful to parents. Because infants with hearing loss are identified earlier, more children and their parents receive early intervention services available through IDEA and often coordinated by social service agencies. When the services are brought to the infant or toddler‘s home through a family centered approach, the outcomes are remarkable.
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People with visual disabilities have a limited use of their sight. With systematic instruction, advances in technology, and elimination of barriers associated with stereotypes and discrimination, most can lead fully integrated and independent lives

Tips for Classroom Management
Promoting positive social interactions

For the student with low vision or blindness
  1. Provide instruction and practice in everyday social conventions
  2. Prompt and reinforce students when they display appropriate body language
  3. Teach appropriate methods for initiating conversations and activities with others
  4. Teach and monitor appropriate eating etiquette and explain why improper manners might irritate peers
  5. Provide instruction on nonverbal cues, such as tone of voice, to interpret another person’s emotional state or reaction

For classroom peers
  1. Explain the nature of the student’s visual impairment
  2. Provide examples of what the student can and cannot see
  3. Coach them to call the student’s name when they want his attention, rather than simply starting a conversation
  4. Encourage them to identify themselves to the student when initiating contact
  5. Explain why a student might engage in a certain behavior that they find annoying

Modifying the Physical Environment
Make the classroom safe
  1. Open or close doors fully
  2. Teach all students to push empty chairs under their desks
  3. Familiarize students with potential problem areas such as low obstacles, protruding objects, and changes in floor elevation
  4. Secure mats or rugs firmly to the floor

Arrange the furniture carefully
  1. Eliminate clutter, including electrical cords, from the room, particularly in aisles and movement paths
  2. Keep frequently used furniture in materials in consistent places
  3. Please coat cubbies or stands near classroom entrance; position other storage areas to be easily accessible
  4. Provide larger desks and storage areas to accommodate technology devices

Consider lighting needs
  1. Use window shades with adjustable blinds to allow for increase or reduction of light
  2. Seat the student where glare is minimized
  3. Use glare resistant computer screens
  4. Use floor or desk lamps to provide additional lighting if necessary
  5. Avoid placing equipment in front of windows

Use contrasting colors
  1. Cover the students desk with brightly colored paper to help him or her locate it easily
  2. Attach high contrast, colorful shapes to drawers, cupboards, and other frequently use materials
  3. Use dark letters on pale backgrounds for bulletin boards

Tips for Effective Instruction
Classroom demonstrations
  1. Describe each action that you take during the activity in great detail
  2. Allow the students to physically explore the materials before and after the demonstration
  3. Use multisensory approaches
  4. Have the student place his or her hands over yours as you demonstrate

Audiovisual presentations
  1. Describe verbally what the other students are seeing
  2. Start with a general description, and then provide more details as time allows
  3. Make sure your descriptions do not simultaneously interfere with any auditory information being presented
  4. Provide additional explanations or extra learning experiences later, if the student is unfamiliar with some of the concepts being described

Families have many responsibilities. They must help their children develop skills across a range of areas: communication, independent living, mobility, sensory development, fine and gross motor skills, cognition, and social skills. Parents want more help from schools to learn how to teach these skills more effectively to their children. In this regard, teachers can make an important difference to parents – sometimes with an action as simple as being a good listener and providing support.

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