Model Answer Unit 4 Activity 3.5 Step B Auditory Pathways
People with a hearing impairment often develop strategies to achieve effective communication, so wherever possible take the lead from them. You can also ask if you are not sure.
Be friendly, patient and allow additional time to communicate. If a person with a hearing impairment cannot understand you
repeat or rephrase what you have said
use gestures and mime to give clues to what you mean
use props such as flashcards, objects
write things down if necessary Here are some general tips:
Structure your teaching sessions well. Anticipate where difficulties may arise and prepare additional materials to help people with hearing impairment.
During the session write key words on the whiteboard, recap regularly, use examples and provide handouts and instructions in advance
People with a hearing impairment need to keep up high levels of concentration in order to follow communication, so allow time for breaks.
Here are some tips for working with lip-readers in a teaching session:
Learners who lip-read are also likely to use their residual hearing to maximise their understanding of what is being said. However, lip-reading is still 70% guess work.
There is no need to over enunciate or exaggerate your words. You also do not need to shout, or speak unnaturally slowly. All these things distort your lip patterns. Speak clearly and at a normal pace
Background noise may impair communication, so move to a quieter place if necessary.
Attract the learner’s attention before starting to speak to them directly, for example by making eye contact, waving or by tapping their shoulder. When you first meet the student you should ask which method they prefer.
In a group teaching session, a learner with hearing impairment needs to know who is speaking so that they can arrange to look at their face. Ensure that the seating is arranged in such a way that everyone can see each other easily. You may also want to repeat questions asked by other learners before giving your response.
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