Each student who is Deaf or Hard of Hearing (DHH) has unique needs, accommodations, and methods of communicating (both receptively and expressively). Classroom dynamics can impact a student’s access to communication and instruction. Because of this, it is important for DHH teacher consultants to collaborate with general education teachers about how to best support each student’s individual needs and meet their individualized education program (IEP) or 504 Plan goals/objectives.
If it is developmentally appropriate, students will ideally be able to explain their own needs. This can be done through a presentation, short video, written document, or another medium. If a student can explain their needs in their own words, this helps the teacher understand how the student experiences learning in the classroom. Not only does it support the student’s self-advocacy and self-confidence skills, it also helps create connections between accommodations or modifications outlined in the student's IEP or 504 Plan to the real-world application in the classroom.
Learning to Support Students Who Are DHH
General education teachers can learn more about supporting students who are DHH through an EduPaths course called Educational Supports for Students Who Are Deaf or Hard of Hearing. MDE-LIO created this course to show general educators and support staff who are new to teaching students who are DHH how to access resources and best support students. The course takes about 30 minutes to complete, and .5 State Continuing Education Clock Hours (SCECHs) can be earned.
Below are a few teaching examples teacher consultants may find beneficial to share with general education teachers throughout the year, depending on each student’s individual needs:
- Implement all accommodations and/or modifications outlined in the student’s IEP or 504 Plan.
- Connect with the student on a regular basis to check for comprehension and to see if their needs in the classroom are being met. Avoid yes/no questions; rather, ask the student to demonstrate comprehension through a short answer or summarization.
- Promote strategic seating that allows the student to have visual and/or auditory access to instructional materials and the classroom environment.
- Check to make sure a video has correct closed captioning before showing it in class. If it doesn’t, use a free resource such as the Described and Captioned Media Program (DCMP) to find the video or another video with similar content. All videos on DCMP’s website are captioned, and American Sign Language interpretation is being added to the video library.
- Increase wait time to allow for interpreting or processing of auditory information before moving to the next concept or calling on a student.
- Pre-teach key vocabulary and connect new content to prior background knowledge.
- Make classroom discussions and student answers accessible, whether the teacher repeats the students’ answers, calls students’ names before they respond, and/or using seating arrangements that offer better visual access for all.
Working with Educational Interpreters
For general education teachers, working with an educational interpreter in their classroom can be overwhelming, especially if it is their first experience working with an interpreter. The educational interpreter’s role is to facilitate communication between the student who is DHH and the teacher, as well as other students in the classroom. Educational interpreters are related service personnel and critical members of the student’s educational team. They are professionals who hold credentials to interpret in K-12 schools in Michigan and follow an interpreter Code of Professional Conduct.
Tips for working with an educational interpreter:
- Give a copy of your notes to the interpreter and student before each lesson or unit.
- Be as explicit as possible when explaining visual elements; do not use vague terms like “this” or “that.”
- Treat the student who is DHH the same way you would treat their peers; speak at a normal rate and prosody.
- Speak directly to the student (not the interpreter); avoid terms like “tell him/her…”
- Have open conversations about classroom routines, rules, and expectations.
- Allow time for students who are DHH to read slides before talking about them.
More tips can be found in this one-page tip sheet from the Resource Materials and Technology Center for the Deaf/Hard of Hearing (RMTC-D/HH): Working with an Interpreter: Tips for Classroom Teachers