Educational Adjustments

For Students with Hearing Impairment

Student Name:

Date:

School:

Grade:

Environmental adjustments

Instructional adjustments

Seating arrangement

Presentation of Lesson

Position student towards the front on floor so

Avoid talking with back to the class when

s/he can see the teacher easily.

Encourage student to turn and look at the
student answering or asking a question.
Allow student to sit at a desk towards the left
or right-hand side of the classroom so s/he has
a clear view of whole class and can see the
speaker (peer or teacher) easily.
Seat student away from obvious sources of
background noise.

Audio visual materials

writing on the whiteboard or Smartboard/IWB.

Stand at the front of classroom facing the class
when giving instructions or explanations
Gain students attention before giving verbal
instructions (not while s/he is engaged in
another task such as writing or copying from
the board).
Team student with a buddy to help with
instructions and marking work eg Maths
answers
Vary the pace and structure of lessons to
accommodate listening fatigue wherever
possible.
Use visual strategies and resources to support
spoken and written material
Write the lesson topic on the board, including
key words and important instructions and
questions.
Provide multiple and explicit exposures to new
vocabulary in a variety of forms.
Pre teach vocabulary to facilitate independent
access to KLA content.

Prepatory lesson discuss what the program is

Class discussions

Listening environment
Liase with IST (H) to establish best practice for
using the WCD (eg FM or Roger system) for
optimum benefit.
Have the students speak into the WCD
transmitter (or DynaMic) when giving answers
or reading aloud.
Minimise environmental noise both inside and
outside the classroom eg shut door and
windows when appropriate.

going to be about and list unfamiliar vocabulary

on board.
Use audiovisual resources with subtitles. Turn
on subtitles when watching any DVD if
available.
Select closed captions (CC) when viewing
programs on the internet. Some programs have
transcripts.
If captions are not available, frequently pause
and explain.
Connect FM transmitter to audio out socket of
iPads and computers for direct auditory
transmission if possible.
Liaise with IST (H) to arrange for him/her to
take notes from program for the student or use
a buddy.
Allow student to watch (and borrow) DVD again
to consolidate understanding.

Assembly and PA announcements

Use microphone for all large school assembly
announcements in playground and in the hall.
If microphone not available write relevant
messages on whiteboard or repeat

Develop whole class rules for discussions eg

raise hand before speaking and only one speaker
at a time.
Repeat or rephrase questions and answers
contributed by other students in class
discussions.
Call on different speakers by name so Student
knows who is speaking.

Note taking
Give student a copy of dictation to take home.
Put words for spelling test in context eg
shop/chop.
Implement a peer note-taking system give
student a photocopy of notes taken in class.

Assessment adjustments
Check that student has clearly understood the
expectations for any assessment task.
Disability provisions such as extra time,
separate supervision and/or oral interpreting.
Listening tasks additional viewings, frequent
pausing of the CD or DVD, providing a

announcements once in c/r.

Use a buddy to tell Student the necessary
information

Carnivals and excursions

Visual system such as hand signals at
swimming carnival for the commencement of
races.
Complete Excursions for Students with
Hearing Impairment form in consultation with
ISTH.

transcript, IST (H) support.

Organise oral presentation schedule so student
has increased opportunities to rehearse.