8. TIPS FOR COMMUNICATION
One - to - One:
- Get the student's attention with a soft touch or visual sign and keep eye contact.
- Speak naturally without overemphasising. Short sentences are best.
- Keep mouth visible. (Don't turn away, cover your mouth, etc.)
- Facilitate speech reading by not standing in front of windows or other light sources.
- Use the words "I" and "you" and keep direct eye contact, even when using an interpreter. Remember you are communicating directly with the student.
- Use gestures, body language, and facial expressions to support communication.
- Use open-ended questions that invite interaction and wait. This prevents the student from nodding without really comprehending.
- Check comprehension of instructions or content of lessons. A direct question such as ' tell me what you need to do ' is better than 'do you understand'.
- Repeat, and then rephrase if you have problems being understood. Use pencil and paper if necessary since some combinations of consonants and vowels are difficult to speech read. Getting the message across is most important.
In Groups:
- Identify the speaker.
- Identify the topic, repeat questions asked, and summarise whenever possible.
- Insist on one speaker at a time and reduced general noise.
- Provide new vocabulary ahead of time or write on board or on chart paper.
- Make sure the student who is hard of hearing or deaf gets all the vital information. You may need to repeat answers given by students seated behind the student with a hearing loss.
- Seat the student where he/she can see the speaker and classmates, and receive the clearest possible audio signal (round table or semi-circle arrangements are best). Usually the student will know where to sit.
- Remain in one position as much as possible when speaking. Walking up and down in front of the class makes speech reading difficult.
- Invite full participation from the student who is hard of hearing or deaf and ensure that turn-taking occurs.
- Interpreters (oral and signing) can assist in group situations and will need a bit more time to finish transferring the speaker's message.
- Use a note taker where possible to record information. This allows the student to fully attend to the conversation. (It's impossible to speech read and take notes at the same time.)
Through an Interpreter:
- Speak directly to the student who is hard of hearing or deaf, not the interpreter. The interpreter is not part of the conversation and relays everything you say.
- Allow some extra time for the interpreter to transfer your complete message and for the student to form thoughtful questions and responses.
- Speak clearly in normal tones at a well-paced rate and volume.
- Provide good lighting for the student and interpreter, especially during slides, films, videos. An outline of main points ahead of time is helpful.
- In classes, outlines of the materials to be studied, new vocabulary, and lots of visual aids assist the student and the interpreter.
- During a normal class day, the interpreter will need regular breaks. The student needs breaks as well, because reading sign is an intensive kind of work.
- It is helpful to spend a few minutes ahead of class with the interpreter to briefly review the topics, agenda, and information.
Hints for Note takers:
- Arriving a few minutes early to talk with the teacher really helps.
- Leaving wide margins makes it easy for later notes and questions.
- Each page should be dated and numbered.
- Highlighting the main points helps organise the notes and emphasise topics.
- Ask the speaker to check your notes for accuracy at the end of class.
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