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Unit 12: Speech and Hearing Impaired: Preventions and Teaching Strategies

For mathematical ability, training use of abacuses, plastic chip, coins and other small objects, value Notes
boxes, number lines, playing card, semiabstract materials facilitate learning. Hearing deficient children
are not poor in abstract and conceptual ability but because of language deficit their overall performance
is retarded.
Speech therapy has been recommended for reinforcing speed and sound patterns. Close
communication with speech therapist will result in consistent and concentrated programmes. Use of
hearing aids individually and group hearing aids in the classroom facilitate instruction and leaning.

What are the protecting devices to protect your hearings?

12.6 Role of Teacher for dealing Hearing Impaired Children

Managing hearing impaired children: The regular teacher may at one time or another have hard-of-
hearing children in his class. He has an important role to play in managing such children in the
class.
(1) There are behavioral characteristics or symptoms of hearing impairments which the regular
classroom teacher should watch for. He should refer suspected cases or advise parents to consult
with specialist doctors for medical treatment.
(2) The very presence of one or two hearing-impaired children in the class of 35 to 40 hearing
students is likely to create a feeling of uneasiness in the minds of the class teacher. If he has no
previous knowledge of such children and their handicap he will ask himself, "How will I teach
them?" Certainly they create a problem for him. He should, therefore, attend short-term training
or orientation course so that he will know the implications of their handicap, understand their
educational needs, and make necessary adjustments so that such children feel at home and
secure in the class.
(3) He should develop a positive attitude and show love and affection towards such children. The
impact of the teacher's behaviour will be reflected in the behaviour of his peers.
(4) He should arrange seats for them in the front row of the room preferably on one side, so that
they obtain a better view of both the teacher and the classmates.
(5) He should keep the auditory and visual distracters to a minimum. Although such distraction
may not always be under the control of the teacher, excessive noises from under the control of
the teachers, excessive noises from the hall, other rooms, and outside should be eliminated,
especially when he is talking. It should be remembered that environmental noises are also a
problem for the child with a hearing aid, since all noises are implied for him.
(6) To optimize the child's opportunities to speech-read, the teacher should try to maintain a distance
of about six feet between himself and the child, standing too close can be a hindrance because
it prevents the child from being able to observe situations.
(7) If he notices any disorder or wrong use steps should be taken to rectify the defect and ensure
correct use.
(8) The teacher should speak naturally and follow other princess of speech reading and auditory
training.
(9) The teacher should attempt to standstill when talking, because excessive movement adds to
the difficulty of speech reading.
(10) The teacher should be careful not the turn his back to the class and talk while writing on the
black-board.
(11) New vocabulary should be introduced both orally and in writing.
(12) The teacher should encourage the child to ask questions when he is unsure of what is being
told. When it is necessary. To repeat something the teacher should try to rephrase the instruction.

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