at least 150 words
Children with hearing and visual impairments “may have difficulties processing information, conceptualizing ideas and especially developing language” (Ferrell, Bruce, & Luckner, 2014). Children acquire language by imitating sounds heard in their early environment. Therefore, the student with a severe impairment is challenged in learning communication skills because of not being able to hear or see them much less imitate them. The severity of the difficulty depends on many factors including the degree of disability, the age of its onset, and early intervention techniques used.
In order to assist students with hearing and visual impairments, a teacher should provide preferential seating for these students and use visual aids as a primary means of conveying information. Where a teacher or classmates position themselves can make the difference between being understood or not. For example, a teacher should avoid standing directly in front of a light source like a window because it darkens and obscures a face in front of the bright light. When communicating with a deaf or hearing impaired student it is best to face the person directly. Get as close as possible, face the person squarely and either stand or sit at his or her level. Common sense dictates that a teacher or other students not turn their backs to the hearing impaired student while speaking, (for example, while writing on the board), but try also to keep your head stationary. For visually impaired students, classrooms aids should include printed copies of class notes, using large print letters, and books in Braille (for those who are blind). Teachers should be patient and use a variety of auditory and tactile signals.
Students with hearing impairments appreciate their teachers and classmates learning some basic sign language and finger spelling. It is also helpful for the teacher to discuss the hearing impaired child’s problem with the class so they gain understand and empathy. When planning an after school activity that may require vision, it should not be assumed that a visually impaired classmate would not want to participate. Children with visual impairments enjoy a wide variety of recreational activities including bowling, movies and the theater (Ferrell et al., 2014). At the movies and theater, classmates can quietly describe some of the purely visual like the opening scene, costumes and special effects.
Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence based practices for students with sensory impairments. Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/IC-4_FINAL_03-30-15.pdf
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