Planning Matrix

Communication

Characteristics

Implications

As well as the hearing aid, Rebecca

also uses a combination of spoken
language and Australian sign language
(AUSLAN) to communicate.
Rebecca has a teachers
aide/interpreter who is in the
classroom with her four mornings a
week to assist with note taking and
interpretation of class content.
Rebecca can often become exhausted
while attempting to digest classroom
content while interpreting from the
teachers aide.
Background noise, reverberation and
distance from the speaker are issues
for Rebecca, even with her hearing
aid. Hearing aids often amplify sound
however does not distort it.
While Rebecca uses sign language
well, she struggles with verbal
language, which makes it difficult

Social Interactions

Limited Vocabulary and English language

skills

Rebecca sometimes feels she is

not part of any social group due
to communication difficulties.
Rebecca sometimes does not
understand rules of group games,
especially when they change
quickly.
Rebecca often misses the
subtleties of speech, such as the
tone and intonation.

Feeling left out in social groups

can affect Rebeccas overall
social behaviour. She is less

Rebecca uses AUSLAN, which has

different grammar to that of English
and has no written correlation.
Rebecca is fluent in AUSLAN however
assessed in English language.
Rebecca was born with moderate
sensorineural hearing loss, therefore did
not have the opportunities to learn
English language skills at the level of
her peers.

Rebeccas grammar, spelling and

vocabulary in assignments is below
average compared to her peers.

asking questions and therefore

understanding content.
Rebeccas peers dont understand the
sign language that creates diversity.
Rebecca often becomes tired easily
with inhibits her learning.

Strategies

The deaf student should be seated so

they can see both the teacher and their

peers, in a semi circle.

As a teacher, check that you have the

Rebeccas attention before you begin
to speak.
Educate Rebeccas peers in hearing

impairments and basic AUSLAN.

As a teacher, do not to move around a
lot when speaking (Deaf Children
Australia, 2012).
Have the teachers aide write notes for
Rebecca. As Rebecca becomes tired
after watching the teacher, interpreter

confident then her peers and can

often be seen as withdrawn in
larger social groups.
When Rebecca does not
understand instruction she
becomes reserved and doesnt
want to participate. Rebecca
seems to become embarrassed
that she cant as easily understand
the rules of games like her peers.
Rebecca often misses important
classroom content as she often
misses subtleties of speech.
Educate and encourage the other
students to include Rebecca.
Rebeccas hearing aids should be
worn in the yard to assist with
communication and
understanding.
Teach appropriate social skills,
such as asking for help, clear
explanation of games and sharing
(Deaf Children Australia, 2012)

Rebecca is assessed in her second

language, the English language.

Always ensure any written directions

for work to be completed are typed,
clearly laid out with appropriate
spacing and states the work to be
undertaken with key terms underlined
(Deaf Children Australia, 2012).
Try to correct the students work on the
basis of the meaning of what they have
written, not on the English grammar or
vocabulary used.
Revise the language used within a task,
such as rewording a worksheet or
assessment task (Deaf Children
Australia, 2012).

and write notes at the same time.

As a teacher repeat the question posed
by all students before giving your
answer.
Have students and teachers use natural
mime or gesture.
Use buddies to help relay and
rephrase information.
It is important to keep students noise
to a minimum to reduce background
noise and disruptions for Rebecca.
Avoid placing Rebecca near fans or
air-conditioners if they are noisy. Shut
the door if there is noise in the
corridor and window if there is noise
outside (Deaf Children Australia,
2012).

Encourage that Rebecca still meets with

her speech therapist regularly.