3. Considerations for Students
Speech develops from the ability to hear
and make sense of a full range of
sounds.
Early intervention allows for equal
development of language compared to
peers.
Speech delays stem from difficulties
producing sounds or quality of sounds
whereas language disorders stem from
problems with receptive language
(understanding what is being said) as
well as expressive language (using
4. Considerations for Classroom
Reduce distractions and enhance
listening environment (close to
teacher, sound amplification, if
possible).
Written directions and/or illustrative
reminders.
Flexible grouping and learning areas –
small groups, partners, quiet centers.
Assistive Technology such as text to
speech, word prediction, or visual
organization software.
5. Considerations for Curriculum
Create multimodal learning
opportunities with an emphasis on the
visual and kinesthetic.
Use alternative communication
systems – scribe, reader, language
adaptor.
Provide outlines that focus on main
topics; send home materials for
preview or reinforcement.
Scaffold content with notes, graphic
organizers, or vocabulary guides.
6. Learning Characteristics
Usually have trouble with all forms of
communication – both verbal and
written.
Difficulty with letter-sound
relationships, memory, reading
comprehension, and vocabulary.
Rare/infrequent participation,
especially when speaking is involved;
may also feel isolated from peers.
Inattentive/difficulty with attention or
easily frustrated.
8. Considerations for Students
Teachers must be trained on appropriate
communication strategies.
Based on each child’s unique needs they
may be placed in their neighborhood
school or in a center equipped for deaf or
hard of hearing students.
A student’s social, emotional, and
cultural needs must be taken into
account and must also focus on
opportunities for interaction and
communication with peers.
9. Considerations for Classroom
Interpreters/note takers or other assistive
technology such as real-time captioning,
assistive listening devices or auxiliary
hearing aids can be used.
One form of communication should not
be favored over any other.
Ideally, student should be around an
equal number of other students who
communicate in the same way.
Teachers/staff should display respect for
student’s preferred form on
communication.
Noise distractions should be reduced.
10. Considerations for Curriculum
Seating must allow for clear view of
the teacher; cue attention before
speaking.
Provide handouts or other important
information in advance.
Use predictable routines.
Provide opportunities for students to
work in small groups.
Incorporate visual communication
modes such as sign language, finger
spelling, or Cued Speech.
11. Learning Characteristics
Learn best through a visual mode.
May have difficulty with speech,
reading, and writing.
Some difficulties in social/emotional or
interpersonal skills, especially if no
other deaf/hard of hearing students or
role models are in the classroom.
Frustration, due to lack of
communication resources, may lead to
behavior issues.
