Embedded Files
General Approach
Get the pupil’s attention before speaking — use their name, a gentle tap on the shoulder or a visual cue.
Face the class when speaking; keep your face visible and avoid talking while writing on the board.
Speak clearly and naturally — no need to exaggerate lip movements or shout.
Check understanding regularly, not just hearing (“Tell me what we’re doing next” rather than “Did you hear that?”).
Reduce background noise whenever possible (close doors, turn off fans, seat away from noisy equipment).
Be patient with processing time — deaf learners often need a few extra seconds to process spoken information.
Encourage peer support — make sure classmates are aware of how to communicate clearly and respectfully.
Communication and Language Access
Use a Total Communication approach where appropriate — combining spoken language, sign, gesture, written support and visuals.
Repeat or rephrase key information, especially instructions or contributions from other pupils.
If using an interpreter or communicator, speak directly to the pupil, not the communicator.
Summarise class discussions and confirm key points visually (e.g., on the board or slides).
Provide written keywords, vocabulary lists or visual aids to support new language and concepts.
Allow the pupil to position themselves where they can see the teacher, interpreter, and peers clearly.
Allow the Teacher of the Deaf to access your Google Classrooms so they can support the learner to access coursework and prepare for assessments.
Let the Teacher of the Deaf know what you will be teaching so they can pre teach more challenging concepts and modify texts when appropriate.
Classroom Environment
Seat the pupil in a well-lit area with a clear view of faces — avoid glare or strong backlighting.
Use a semi-circle or horseshoe layout for group work to support reading of lip patterns and improve visual access.
Check that hearing technology (hearing aids, cochlear implants, radio aids or sound field systems) is working properly each day.
Ensure microphones are worn correctly and switched on before speaking.
Avoid talking from the back of the room or while moving between spaces.
Caption videos and multimedia, use live captioning or provide written summaries where captions aren’t available.
Teaching and Learning
Provide lesson objectives, key vocabulary and visual supports in advance where possible.
Use visual cues and demonstrations alongside spoken explanations.
Restrict notetaking by allowing access to lesson slides and providing printed notes.
Give extra time for reading, writing and responding, as auditory processing and language access can take longer.
Use paired or small-group activities thoughtfully — assign peers who communicate clearly and supportively.
Build in regular check-ins to monitor understanding and ensure instructions are clear.
Reinforce learning through repetition, visual summaries and practical activities.
Social and Emotional Support
Promote deaf awareness in the class — simple discussions about communication differences can foster inclusion.
Encourage the pupil’s confidence and self-advocacy (e.g., teaching how to ask for repetition or clarification).
Make sure the pupil feels included in informal conversations, group work and social activities.
Celebrate Deaf culture and identity — include BSL, Deaf role models, and awareness events in the curriculum.
Work closely with the Teacher of the Deaf for ongoing advice and to review support strategies regularly.
Working with Technology
Ensure radio aids or sound field systems are switched on and used consistently.
Mute or turn off the transmitter during private conversations or when pupils are not expected to listen.
Confirm the pupil can hear and understand through the device at the start of each lesson.
Keep spare batteries and know basic troubleshooting steps for hearing technology.
Liaise with the Teacher of the Deaf or audiologist if you notice changes in listening behaviour or attention.
Report abuse