You are guiding a discussion about the results of a science experiment investigating the effects of gravity on the growth of plant roots. In all cases, the roots of the seeds grew downward. Students are offering responses about why this might have happened.
The student in your class who is deaf hears you (through the FM) pose the question. “What are some reasons the roots might be growing downward?”
“The oo ahh -ooee or a oa ee a,” she hears one student suggest.
Another student answers, and she hears something like “a i something something something ou.”
It happens. Several times every day. I’ve experienced it.
I have observed students who are deaf participating in general education classes. They probably hear the teacher rather well. The teacher uses an FM and instinctively uses a louder-than-usual voice when addressing the class.
But students don’t use a louder voice. Many, many times, students use a softer-than-usual voice when speaking out in class. Sitting at the perimeter of the room, I couldn’t understand what students said at this volume. I highly doubt that the student who is deaf understood them either.
Students should use the FM microphone so the D/HH student has access to their answers, questions and comments.
Best Practices: Pass the FM microphone for student questions and comments.
When teachers develop the habit of sharing the FM microphone with students, the student who is D/HH has access to ALL spoken language in the classroom.
It may seem awkward at first, but it can quickly become a classroom expectation. When a soundfield FM is used, all students benefit from access to the shared microphone.
Ask your educational audiologist about the availability of a pass-around mic, which limits the noise associated with handling the mic.
Repeating student comments and questions can benefit many students.
Teachers are modeling good public speaking skills when they repeat the comments and questions of ‘the audience.’ Teach this as a leadership skill and you will be contributing to the development of our next generation of audience-conscious speakers.
Other Strategies
Discuss with the D/HH student how he can let you know he didn’t hear or understand.
Self advocacy is an important skill for all learners and community members. In school, we learn to function as part of a cooperative group, but also need to advocate for our individual needs.
Students who are deaf need to know their own needs regarding communication and language. They also need to be aware of what the general public knows about their needs (answer: very little). They need to have specific language for explaining their needs. And the criteria for having those needs met.
Post prompts on the student’s desk.
Could you repeat that, please?
I didn’t understand the question.
Consider a private signal for students who can’t be encouraged to speak up. The signal will remind you to repeat what was just said.
Just like all students have the right to access the building where education takes place; so all students have the right to access all the information being presented. The student who is deaf or hard of hearing needs to know what classmates are contributing in addition to the teacher’s communication.
High Expectations for Deaf Education 