Students with hearing problems depend on their sight for information. Communication will be primarily visual, speech reading, lip reading or British Sign Language (BSL) or a form of English using BSL vocabulary called Sign Supported English (SSE). In some cases students will be able to use radio microphones and hearing aids. Bear in mind that some of the Deaf students’ difficulties may be cross-cultural. The phonetically based English language and orthography is very different from BSL which is kinetically based.

Many Deaf and hard of hearing students use a hearing aid even when they use other forms of communication as well. These work by amplifying sound, but as all sounds are equally amplified, background noise could be problematic.

Etiquette:

• If you are with someone who can lip read (only 3 out of 10 words are visible on the lips):
• look directly at them;
• keep the normal speech rhythm but slow down slightly;
• use facial expression, body language and gesture where appropriate;
• keep your head fairly still when speaking;
• ensure that your mouth is not hidden behind a hand, beard, or  cigarette, and that you are not chewing.
• Do not make assumptions about the person’s ability to communicate or the way in which they do it. Always ascertain which communication medium the person intends to use. If a sentence is unheard or misunderstood, as a last resort write it down.
• Ensure that there is sufficient light on your face when you are speaking.
• If a sign language interpreter is working with a Deaf person, always face and speak to the Deaf person.
• Remember that shouting does NOT help. Increased volume cannot compensate for an inability to access certain sound frequencies.
• When you wish to speak, make sure that you have the Deaf person’s attention and they are looking at you. In order to attract their attention, use a gesture or a gentle touch on the shoulder.
• Try to keep background noise to a minimum for group work, consider booking an additional space.

Enabling Strategies:

• People who depend on their eyes to “hear” will not be able to take notes as well as lip read or watch an interpreter, so it is helpful to provide notes or arrange for copies from another student.
• Do not talk to the group with your back to them whilst writing on the board. Avoid walking about in the teaching room unless you can face the Deaf student as you speak.
• If you have a beard or moustache, keep it trimmed.
• Important announcements, key concepts and new technical words should be written on the board or given as a handout.
• Remember that unintelligible speech is not a reflection of intellectual ability or understanding. Encourage students to contribute to discussions. Be patient, friendly, and give time for communication to take place.
• Deaf students may well have difficulties with grammar. They may not be using their first language (BSL).
• Consider the best place for an interpreter to stand/sit so that they do not distract the rest of the group. Discuss this with the student.
• Some students may need to tape record the class, others may have a note taker or interpreter. Make time for an interpreter; be aware of time lags of interpretations, for example, when asking questions, to allow the Deaf person to answer. Allow short breaks in long sessions to give the interpreter a rest - interpreting is tiring work.
• Group work can be difficult for people who are Deaf as they do not know who is speaking and thus who to watch unless a sign language interpreter is present. Passing a microphone around can help, but students must be encouraged to indicate with a gesture, when they are speaking.
• If an interpreter is essential, the teacher/trainer will need to recognise that the pace of their delivery should be modified to accommodate this, and allow extra time for their delivery.

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