How to Teach Students Who Are Deaf

1. Create an Accessible Learning Environment

• Provide optimal seating and lighting. Place the student where they have a clear, unobstructed view of your face and the classroom. Avoid seating them with bright windows or strong backlighting behind you, as this makes speech-reading (lip-reading) difficult. Ensure that the area is well lit so the student can see facial expressions, the possible interpreter, and visual materials clearly.
• Reduce background noise. Try to limit unnecessary sounds such as scraping chairs, traffic noise, or hallway disturbances. Whenever unexpected noises occur, like a phone ringing, briefly explain what happened.
• Use rooms with good acoustics. Whenever possible, teach in spaces with minimal echo and stable sound environments to reduce listening fatigue for students who use hearing aids or cochlear implants.

2. Communicating Effectively

• Gain the student's attention first. Use a visual cue, wave, or gentle tap before speaking. This ensures the student can look up and follow from the start.
• Face the student directly. Look at the student while you are speaking and keep your mouth visible. Avoid turning away, pacing continuously, or speaking while writing on the board. Put down pens, do not cover your mouth, and avoid habits like pencil chewing that obscure lip movements.
• Speak clearly and naturally. Use a calm pace - slightly slower than usual - without over-enunciating or shouting. Exaggeration can distort lip patterns and make speech-reading harder.
• Use simple, concise language. Short, clear sentences are easier to understand than long, complex ones. Remember that spoken language is often a second language for students born deaf, so not all vocabulary may be familiar.
• Check comprehension effectively. Use open-ended questions rather than yes/no responses to ensure your message was understood. If the student misses something, first repeat, then rephrase. When needed, communicate using writing or a digital device. Getting the message across matters more than the method.
• Explain the topic upfront. State the subject of a conversation or lesson before diving in. Knowing the context helps students anticipate vocabulary and follow along more easily.
• Use gestures and visuals naturally. Facial expressions, body language, drawings, written keywords, and visual aids support understanding. Provide written summaries, slides, or outlines when possible.

3. Supporting Learning Tasks

• Alternate listening and action-based activities. Extended listening is exhausting for D/HH students, whether that is from speech-reading, following a sign language interpreter, or using amplification. Break lessons into manageable parts and switch between listening/viewing, reading, writing, and hands-on tasks.
• Give extra processing time. Students cannot speech-read or look at an interpreter and write simultaneously. Pause when handing out materials, when someone speaks, or when a new visual is shown.
• Provide vocabulary and materials in advance. New terms are difficult to speech-read or fingerspell on the spot. Offering vocabulary lists or outlines beforehand helps students and interpreters prepare and follow the lesson.
• Write down critical information. Always note homework, schedule changes, instructions, or announcements on the board or handouts so nothing is missed visually.
• Avoid activities that require closed eyes. Closing eyes can feel disorienting or unsafe for some D/HH students who rely heavily on visual information.