In the future, I will offer a tool kit with information on how to teach English with a hearing impairment. I’m able to do so with hearing aides and listening devices that enable me to isolate sounds so I can listen to individual students in noisy environments and minimize peripheral noise while in small group settings. Listening devices alone cannot substitute for teaching strategies designed to meet my needs while, at the same time, give students what they need from me in a way that keeps them learning and engaged.
Below is a presentation that contains helpful suggestions for hearing impaired teachers in general.
Source: Hearing Loss: Strategies for the Classroom Teacher Victorian Deaf Education Institute June 25, 2015. (https://www.youtube.com/watch?v=ISWkl29SpwU Accessed 8/30/16)
This speaker offers several suggestions for how to make language easier for people to understand–and why it’s so important to do so. By law, U.S. government agencies must use “plain language” (common words, short sentences, no idioms and graphics). Companies should use plain language; but, as yet, are not required to do so. My hope is that companies use plain language in their documents and when speaking with people who need it in order to communicate with someone and comprehend what is being said.
This series of lessons helps explain why learning to read is often more challenging for people who are naturally good at analyzing problems, developing categories and performing detail-oriented tasks. They tend to be good at math and science, which requires the above-mentioned skills. Reading instruction often excludes explanations for the many “exceptions” to spelling and pronunciation rules, which are explained on this site. The instructor provides excellent materials and resources that fill-in the gaps left by traditional teaching methods that cover only some rather than all English words.