INCLUSIVE EDUCATION

Topic 5
Inclusive Pedagogy
in the teaching of the English Language

Topic 5: Lecture 3
Teaching strategy and techniques for
students with visual impairment &
hearing impairment
Assunta Carolina Antonysamy
 Topic 5: Inclusive Pedagogy
in the Teaching of the English Language

Course Learning Outcome 4:

Design teaching and learning activities for children
with learning disabilities, visual impairment and
hearing impairment in the mainstream
classrooms by referring to various sources. (C6,
PLO3, PLO6, CTPS3, LL1)
Assessment:
Writing Individual Education Plan
Developing Teaching Aid
 Topic 5: Inclusive Pedagogy
in the Teaching of the English Language
Lecture Topics

Basic concept in inclusive pedagogy - 3 Principles & 6 T/L Strategies

Adapting the curriculum and teaching materials
Lecture 1
Adapting the curriculum - 9 types (Strague, 1994)
Adapting the teaching materials - Visit Kathleen L. Bulloch
Teaching strategy and techniques for students with learning
disabilities
learning disabilities - dyslexia, dyscalculia, dyspraxia, auditory
Lecture 2
processing disorder, visual processing disorder & ADHD, Autism
teaching strategy - depends on the disability (see slides 18-20)
teaching techniques - depends on the disability & purpose (slide 33)
Teaching strategy and techniques for students with visual impairment
Lecture 3
Teaching strategy and techniques for students with hearing impairment

Collaborative teaching
Lecture 4
Teaching aid and technology in inclusive pedagogy

Lecture 5 Individual Education Plan (IEP)

 Teaching strategy and techniques

STRATEGY - A plan of action designed to achieve an

overall aim.
TEACHING STRATEGIES refer to methods used to help
students learn the desired course contents and be able to
develop achievable goals in the future.
TECHNIQUE - A procedure or skill for completing a specific
task.
TEACHING TECHNIQUE is a well-defined procedure used
to accomplish a specific activity or task.
 VISUAL
IMPAIRMENTS
 Visual Impairment…

• …the consequence of a functional loss of vision,

rather than the eye disorder itself.
• Visual functioning has many aspects, including
i. visual acuity (ability to resolve detail),
ii. accommodation (the ability to focus),
iii. field of vision (the area that can be seen),
iv. colour vision, and
v. adaptability to light
(Douglas, McCall, McLinden, & Pavey, Ware, Farrell, 2009).
 Visual Impairments

• The degree of the impairment can range from

mild to severe.

• Visual impairments can be classified on the

spectrum from low vision to total
blindness.
Visual Impairment: Categories
1) Partially Sighted is characterised as a
visual impairment that adversely affects a
student's educational performance even
when corrected to the extent possible.
2) Low vision is characterized as having
vision between 20/70-20/160, and cannot
be corrected.
3) Legally blind is a severe vision loss that
is from 20/200-20/400 and can also be a
profound loss from 20/400- 20/1000.
4) Totally blind is characterized as the lack
of light perception or total blindness.
 Understanding How Children
with Visual Impairments Learn

• Students with visual impairments require

specific interventions and modification of
their educational programming.
• Children with visual impairments can learn, but
the access of their visual senses is impaired.
• As such, they require different ways to
interact with information, relying on touch,
taste, and hearing to gather information.
• Unfortunately…Vision is the primary sense
upon which most traditional education
strategies are based!
 Challenges
Braille readers tend to read more slowly than:
i. print readers
ii. students with low vision
who use magnification devices and large print
The use of assistive technology devices can be
useful, but valuable academic learning time can
be lost while
i. locating the correct section of an audiotape or
turning on a computer,
ii. interacting with a note taker,
iii. opening the correct application, and
iv. getting ready to take notes or prepare written
materials.
 Challenges
The educational environment itself can also
create a barrier for students with visual
impairments since the general education
classrooms are designed with sighted
students in mind.
The formats of the educational materials are
presented in a variety of visual formats:
posters, charts, diagrams, videos, models,
demonstrations, and print materials.
The students with visual impairments often
have difficulty benefiting from these materials.
Visual Impairment

Kimberly M. Heimer’s
Slides 13-31
 What to look for:
Physical Characteristics
The child’s eyes may…
1.) be inflamed or watery.
2.) have reoccurring styes or infections.
3.) be red-rimmed, encrusted, and or
have swollen eyelids.
4.) have different sized pupils.
5.) have drooping eyelids.
 What to look for:
Physical Characteristics
6.) be sensitive to light.
7.) see well one day and not the next.
8.) be crossed.
9.) be semi closed or squinted.
10.) appear to be focusing in different directions.

Paasche, C.L., Gorrill, L., & Strom, B. (2004). Children with

special needs in early childhood settings identification
intervention inclusion. Canada: Delmar Learning.
 What to look for:
Behavioural Characteristics
The child may
1.) close or cover one eye.
2.) squint eyes or frown.
3.) complain that things are blurry or hard to see.
4.) have trouble reading or doing other close-up work, and
holds objects close to eyes to see.
5.) blink more than usual.
6.) be cranky when doing close-up work (looking at books).
Vision Loss Fact Sheet,
http://www.cdc.gov/ncbddd/autism/actearly/pdf/parents_pdfs/VisionLossFactSheet.pdf
 Prevalence:
• Research suggests that children living with
visual impairments were found to have
developmental delays and one or more
other disabilities.
• Some common disabilities associated with
visual impairments are:
- Down Syndrome
- Seizure Disorders
- Autism
McLean, M., Wolery, M., & Bailey Jr., D.B. (2004). Assessing infants and
preschoolers with special needs. Upper Saddle River, NJ: Pearson
Education, Inc.
Common Childhood Visual Conditions:
Visual Condition Nature of Condition Effects on Vision

At birth, absence of eye Loss of central vision, poor

Albinism
pigment. depth.

“Lazy eye”, if uncorrected brain

Reduced vision due to
Amblyopia turns off vision in weaker eye.
lack of eye alignment.
Depth and acuity effected.

Congenital Degeneration
Amaurosis of beginning in utero, Profound vision loss at birth.
Leber (CAL) present at birth.
Dysfunction of the
Color Blindness Difficulty differentiating colors.
cones, present at birth.
Congenital Caused by increased
Cause early onset blindness.
Glaucoma pressure in eye.
Common Childhood Visual Conditions:
Visual Condition Nature of Condition Effects on Vision
Aware of flashing lights,
Cortical Visual Lack of visual attention
movement and bright colors,
Impairment and awareness.
vision changes over time.

Present at birth or Diminished acuity, turn head to

Nystagmus
acquired condition. compensate.

Degeneration of the
optic nerve. Congenital Slowed pupil responses, visual
Optic Atrophy
or acquired as a result field deficits, color vision loss.
of eye infection.
Nonprogressive,
Optic Nerve Minimal vision impairment-total
congenital disorder of
Hypoplasia blindness.
the optic nerve.
Congenital condition
Retinopathy of
associated with Minimal-high vision loss.
Prematurity
premature births.
Common Childhood Visual Conditions:

• Refer to…. McLean, M., Wolery, M., & Bailey Jr.,

D.B. (2004). Assessing infants and preschoolers with
special needs. Upper Saddle River, NJ: Pearson
Education, Inc.

• Follow this link

http://www.nei.nih.gov/health/ to learn
more about eye conditions that can effect
vision.
 Considerations…
CURRICULUM
• Reading and writing through the use of Braille (check out
this website http://www.afb.org/braillebug/ ).
• Listening skills.
• Personal-social and daily living skills.
• Instruction in the use of special aids, equipment, and
alternative learning materials.
• Educators should be familiar with media materials
designed to teach skills and concepts that are normally
acquired through vision.
 Considerations…

ORIENTATION AND MOBILITY RELATED SERVICES

• Service provided to blind or visually impaired students by
qualified personnel to help these students attain a
systematic orientation to their school environment which
allows them to move within this environment safely.
• Use of information such as sound, temperature,
vibrations etc …to determine location ex. the vibration
the water fountain makes.
• Use of a long cane as a tool to safely negotiate their
environment.
 Considerations…
ASSISTIVE TECHNOLOGY
• Braille.
• Talking devices (clocks, spelling aids, speech calculators).
• Computers with speech recognition, magnification
capabilities, and scan and read synthesizers allowing
children to put books onto the computer which will then
help them read it.
• Magnifiers, mini telescopes, large print materials and tape
recorded materials. (p. 347)
 Classroom Implications:
• “An estimated 85% of the information people
receive is transmitted through the visual sense”
(p. 130).
• Think about how much information you send
out and receive visually through:
* Facial expression
* Gestures
* Eye contact
* Body language

Kemple, K.M. (2004). Let's be friends: Peer competence and social inclusion in
early childhood programs. New York, NY: Teachers College Press.
 Classroom Implications:
• Not being able to sense other peoples emotions,
feelings, and or intentions can significantly impact
a child’s ability to acquire appropriate social
skills.

• As a result it may be difficult for a child who is

visually impaired to engage in the same
meaningful social and educational opportunities
as his/her peers.
 Classroom Adaptations:
• Physical environment (clear traffic patterns).
• Seating.
• Reduced glare to help children with some vision see better.

• Provide auditory supplement to visual information

(reading information from board or overhead
projector—which could subsequently assist other
non-visually impaired students who are auditory
learners.
• Enhance visual information in the classroom (large
and dark print, dry-erase boards).
 Classroom Adaptations:

• Collaborate with support personnel (vision

specialist) providing support through
• Supplemental instruction.

• Translate material into Braille.

• (May also receive services from physical
therapist, occupational therapist, or school nurse
if physical disabilities accompany the students
visual impairment.)
 Teaching strategy and techniques
for students with visual impairment
• Teaching Students with Visual Impairments
https://www.youtube.com/watch?v=dPC_--R-Ma0

• Classroom Tools for Visually Impaired Students

https://www.youtube.com/watch?v=fi3dH_QnnWQ

• The Role and Value of the Teacher of the Visually

Impaired
https://www.youtube.com/watch?v=7rzmMiIT3Ao
 Topic 5: Inclusive Pedagogy
in the Teaching of the English Language
Lecture Topics
Basic concept in inclusive pedagogy - 3 Principles & 6 T/L Strategies
Adapting the curriculum and teaching materials
Lecture 1
• Adapting the curriculum - 9 types (Strague, 1994)
• Adapting the teaching materials - Visit Kathleen L. Bulloch
Teaching strategy and techniques for students with learning disabilities
• learning disabilities - dyslexia, dyscalculia, dyspraxia, auditory processing
Lecture 2 disorder, visual processing disorder & ADHD, Autism
• teaching strategy - depends on the disability (see slides 18-20)
• teaching techniques - depends on the disability & purpose (slide 33)
Teaching strategy and techniques for students with visual impairment
• require specific interventions and modification
• different ways to interact with information, relying on touch, taste,
Lecture 3
and hearing. e.g. Provide auditory supplement to visual information
• assistive technology devices
Teaching strategy and techniques for students with hearing impairment
Collaborative teaching
Lecture 4
Teaching aid and technology in inclusive pedagogy
Lecture 5 Individual Education Plan (IEP)
 HEARING
IMPAIRMENTS
 “Number your paper from 1 to 10.”

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
 Spelling Words through Simulated
Hearing Loss above 1000 Hz 1.
125 250 500 1000 2000 4000 8000
2.
0
3.
10
HEARING LEVEL (dB HL)

20 z v 4.
30
40 j m l 5.
n
ndb oar
50 e
60
gu
i 6.
70 7.
80
90 8.
100
110 9.
120
10.
AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ) Click on Speaker to
Present Spelling word.
 Spelling Words through Simulated
Hearing Loss above 1000 Hz 1.
125 250 500 1000 2000 4000 8000
2.
0
10 3.
z v
HEARING LEVEL (dB HL)

20
30
p
h 4.
g
ch
sh
40 j m
n
ndb
l
oar 5.
50 e
gu
60
i 6.
70
7.
80
90 8.
100
110
9.
120 10.
AUDIOGRAM OF FAMILIAR SOUNDS
FREQUENCY IN CYCLES PER SECOND (HZ) Click on Speaker to
Present Spelling word.
 125 250 500 1000 2000 4000 8000

0 1. Shoe
10 2. Tree
z v f th
20
p
h
s
3. Math
30 g
HEARING LEVEL (dB HL)

ch
40 j md l
sh 4. Desk
n
n
b o ar
50 ge i
u 5. Snack
60
6. Miss
70

80
7. Test
90 8. Thum
100
9. b
Fish
110
120
10. Spill
Click on Speaker to
AUDIOGRAM OF FAMILIAR SOUNDS Present Spelling word.
FREQUENCY IN CYCLES PER SECOND (HZ)
 Classification of Hearing Impaired:

Based on degree of hearing loss-

– Mild (db 26-40)
– Moderate (db 41-55)
– Severe (db 56-70)
– Profound (db 71-90)
– Near total deafness (db 91 and above)
– Total deafness ( No Hearing)
 Example of Audiograms with
different degree of hearing loss
 125 250 500 1000 2000 4000 8000

10
z v f th
20 s
p
30 h
g
HEARING LEVEL (dB HL)

ch
j md sh
40 l
n
n
b o ar
50 ge i
u
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
125 250 500 1000 2000 4000 8000

HIGH PITCH
FREQUENCY IN CYCLES PER SECOND (HZ)
 0

10 SOFT
20

30
HEARING LEVEL (dB HL)

40

50
60

70

80
90

100
110
120
LOUD
 125 250 500 1000 2000 4000 8000

10

20
30
HEARING LEVEL (dB HL)

40

50
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10

20
30
HEARING LEVEL (dB HL)

40

50
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10
z v f th
20 s
p
30 h
g
HEARING LEVEL (dB HL)

ch
j md sh
40 l
n
n
b o ar
50 ge i
u
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10
z v f th
20 s
p
30 h
g
HEARING LEVEL (dB HL)

ch
j md sh
40 l
n
n
b o ar
50 ge
u
i
60

70

80
90

100
110
120

AUDIOGRAM OF SPEECH SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10 NORMAL HEARING
20
30
HEARING LEVEL (dB HL)

40

50
60

70

80
90

100
110
120

AUDIOGRAM
FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10

20 f th
s
30
HEARING LEVEL (dB HL)

40

50
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 125 250 500 1000 2000 4000 8000

10

20
p
30 h
g
HEARING LEVEL (dB HL)

ch
sh
40 l
o ar
50
60

70

80
90

100
110
120

AUDIOGRAM OF FAMILIAR SOUNDS

FREQUENCY IN CYCLES PER SECOND (HZ)
 Deaf Education Specialists
Region 10 Education Service Center
400 East Spring Valley Road
P.O. Box 831300
Richardson, TX 75083-1300
Phone (972) 348-1594
FAX (972) 480-0955
 Deaf Education Specialists
https://www.google.com/search?source=hp&
ei=eBtzXJ3mPMWCvQS-
kYvQAw&q=HEARING+IMPAIRMENT+PPT
&btnK=Google+Search&oq=HEARING+IMP
AIRMENT+PPT&gs_l=psy-
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.1380.23......0....1..gws-
wiz.....0..0i131.GV7cAVHlyyo
 Characteristics of
Hearing Impaired children

• Language and speech development.

• Intellectual ability.
• Academic achievement.
• Social and occupational adjustment.
POSSIBLE SOCIAL AND EMOTIONAL
IMPLICATIONS OF HEARING LOSS
Students with hearing loss in the regular classroom may exhibit one or more of
the following traits :
Hesitant to speak.
Pretends to understand when he/she does not understand.
Does not ask questions to help his/her understanding.
Needs to watch other students to understand instructions.
Is not aware of what is happening or how to respond in social situations.
Does not understand why he/she is being disciplined.
Does not pick up social courtesies, graces or tact immediately.
Hides the fact that he/she has a hearing loss.
Resents wearing his/her hearing aid.
Is withdrawn.
Is overly aggressive.
Has fewer or younger friends.
Has family problems.
UNDERSTANDING THE DEAF AND HARD
OF HEARING STUDENT
• Because speech reading is fatiguing, students
with hearing loss may have difficulty holding
their attention for long periods.
• Students, including deaf and hard of hearing,
can learn to look attentive and appear to
understand when they do not. Ask direct
questions.
• It is better, for understanding, for other persons
to be in close proximity to the deaf and hard of
hearing student.
 Region 10
Education Service Center
P.O. Box 831300
400 E. Spring Valley Rd.
Richardson, TX 75083-1300

In Collaboration with
Linda Thibodeau
Jack Scott III
Paul Dybala
University of Texas at Dallas
 Region 10
Education Service Center
• https://www.google.com/search?source=h
p&ei=eBtzXJ3mPMWCvQS-
kYvQAw&q=HEARING+IMPAIRMENT+P
PT&btnK=Google+Search&oq=HEARING
+IMPAIRMENT+PPT&gs_l=psy-
ab.3..0j0i22i30l9.1759.9241..9747...0.0..0.
77.1380.23......0....1..gws-
wiz.....0..0i131.GV7cAVHlyyo
 SUGGESTIONS FOR
IN THE CLASSROOM
• Stand where the light will fall on your face -- this is much
easier for speech reading. Avoid standing in front of a
window or bright light.
• Keep general noise level down in the classroom. If a
hearing aid is worn, it makes everything louder.
• Supplementary pictures and diagrams should be used
whenever possible. Make the work interesting. Use all
the visual aids possible. Filmstrips and overhead
projectors are particularly good. Using the captioning
option found on all TV’s when showing video or watching
television is particularly helpful.
 SUGGESTIONS FOR
IN THE CLASSROOM
• Students with hearing loss should be placed in front, for
each teaching session, so there is a face to face visibility
of the teacher’s speech movements. Encourage the
students to watch the teacher’s face when the teacher is
talking.
• Students with hearing loss cannot take notes while they
watch the face of the teacher. It is suggested that a
hearing student make carbon copies of class notes to be
issued to deaf and hard of hearing students. NCR pads
are available to assist the hearing students with note
taking.
• Use an FM or Soundfield System whenever possible.
 SUGGESTIONS FOR THE TEACHER
• Key words, expressions, phrases, new vocabulary and assignments
should be written on the chalkboard as well as being explained
orally.
• Care should be taken not to talk with one’s face turned downward to
read notes, or hidden by a book, or hands, or turned to the
chalkboard.
• Give opportunity for oral reports or presentations.
• Avoid using a loud voice - talk in a natural manner. The louder the
speaker talks, the more distorted the speech sounds become.
• Do not exaggerate your lip movement.
• Natural gestures, not exaggerated, supplement oral presentations.
• Students with hearing loss should be spoken to in full sentences.
Rephrase sentences no understood. Avoid using single words. Use
original sentence later if possible.
UNDERSTANDING THE DEAF AND HARD
OF HEARING STUDENT
• Speak to the student and call his/her name for
attention. Touching or tapping the arm should
not be any more necessary than with other
students.
• Remind hearing students to speak in complete
sentences, to enunciate clearly and to face in
the direction of the student with hearing loss.
 Teaching Strategy
for students with hearing impairment

1. Listening 6. Mime

2. Facial
7. Writing
expression

3. Lipreading 8. British Sign Language (BSL) which

has its own structure and syntax, and
is different from English which may
4. Speech effectively be their second language

5. Gestures 9. A combination of these!

 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”
• Deaf or hearing impaired students in your lectures and
1. ‘Listening’ supervisions may be using one of the following
Equipment amplification devices:
 Hearing aids.
 Radio frequency system or
 Cochlear implant.
• Many lecture theatres have been fitted with an
induction loop which enables people using hearing
aids to have direct input from the lecturer's
microphone, thus eliminating background noise.
• Please remember to turn on the microphone!
• None of these devices replaces hearing but all will
benefit the student in some way.
 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”
2. Face • Try to maintain eye contact when talking to a deaf student
one to one.
• Try to use expression in your face as well as gesture as this
helps to convey the sense of your words to a lip reader.
Make use of natural gesture and facial expression as a clue
to meaning.
• Speak clearly; but avoid speaking artificially slowly,
exaggerating your lips, or shouting as this affects the
natural rhythm of speech.
• Check comprehension; encourage and direct questions.
3. Lipreading • requires great concentration. Three quarters of it is
guesswork and, for this reason, clear speech and contextual
clues are vital for understanding.
4. Speech • Speak clearly and at a reasonable pace. Try to keep the
rhythm of your speech as natural as possible. If in doubt ask
the deaf student if the pace is right.
 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”

5. Visibility • To be able to lipread the deaf student needs to be able

to see your face.
• When speaking make sure that your mouth is not
covered in any way and ensure that you face the person
to whom you are speaking .Try to keep beards and
moustaches trimmed; do not cover your mouth with
pens, cigarettes, coffee cups or hands while speaking.
• Try not to nod your head too much or speak while
writing on the board or walking around the room as this
creates nearly impossible lipreading conditions.
• Ensure that the light is on your face and never from
behind you as this will leave your face as a silhouette.
 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”
6. Position • The deaf person should be seated to best advantage.
She or he will know where best to sit. This will usually
be a seat near the front, slightly to one side of the
speaker (the optimum distance for lip-reading is about
6 feet).
• Allow the student to position themselves so that
he/she can lip-read you easily and see the projector
or board and as much of the class as possible if there
is to be a group discussion.
7. Distraction • Try to keep light reflecting or bright jewellery to a
minimum, and wear plain clothes. Bright clothes,
especially checks, stripes or dots can make
concentration difficult.
 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”
8. Getting • Be aware that you will need to attract the deaf person's
Attention attention before you start speaking.; firstly try to get into
their line of sight, and if that is not effective consider
touching the person gently on the arm, bearing in mind it
may startle them.
• It may be useful to agree a “signal” with the student for
when you are about to start.
• This could be a wave of your hand at the student,
flashing the lights on and off or, if necessary, asking the
person's neighbour to tap a shoulder or arm to alert him
or her.
 Teaching Techniques
for students with hearing impairment
“ Personal Delivery ”
9. Working • BSL sign users will need interpreters during lectures.
with Make sure that the interpreter is within hearing
Interpreters distance and ready before you start talking.
• Speak directly to the student not the interpreter.
• The interpreter always lags a little behind the speaker.
Be aware of this. You may have to pause or speak
more slowly to ensure the interpreter is keeping up.
• If the interpreting has been intensive, provide a rest
break every 15-20 minutes or negotiate an appropriate
time with the interpreter as signing is intensive and
tiring work.
 Teaching Techniques
for students with hearing impairment
“ Presentation ”

1. Context • Before starting a discussion or changing the subject let the

deaf personal know the topic being discussed.
• Try to include contextual clues whenever talking most lip-
reading is guesswork. Lip-reading is much easier when the
subject area is known
2. Structure • Try to follow a logical structure for your session as this makes
lip-reading easier to follow.
• If possible, let the student have a copy of your written notes
before the lecture as this will help with following an argument.
3. Pace • Try to allow a little extra time for the deaf student to
assimilate information and respond before going on to the
next stage.
• Break the session up so that the deaf student is not lip-
reading for long periods at a time.
 Teaching Techniques
for students with hearing impairment
“ Presentation ”

4. Contributions • If you are speaking to a deaf person in a group try

to ensure that only one person at a time speaks so
that he/she can more easily follow the thread of
the conversation.
• Questions and contributions from elsewhere in the
room, especially if they are from behind the
student will not be heard.
• Repeat the question before going on to answer it.
• Check comprehension; encourage and direct
questions.
 Teaching Techniques
for students with hearing impairment
“ Use of Visual Aids ”
1. Vital • Ensure that students receive important information
Information such as assignment details and changes in class times.
Remember that deaf or hearing-impaired students may
miss it if it is only advertised verbally so back it up with
an email or written note for everyone.
• Write out vital information such as changes of meeting
time or venue on the board or overhead projector to
make sure that the deaf person is not left out.
• Make use of visual material, i.e. handouts, key
vocabulary, diagrams, written instructions.

2. New • Try to provide new vocabulary in advance or write it on

Vocabulary the board or OHP.
• Unknown words are impossible to lipread. Write
important new words on the board to fix their form.
 Teaching Techniques
for students with hearing impairment
“ Use of Visual Aids ”
3. Reading Time • When using OHPs, boards or flipcharts, allow the
students’ time to read what is written before starting to
speak.
• Be aware that a deaf person cannot read or take notes
at the same time as lip-reading - allow time for a
student to look at the relevant section of a handout, and
then make sure you have his or her attention before
you comment on it

4. Blackboard & • Try not to speak when writing on the board. Students
Flipcharts cannot lipread the back of your head.

5. Overhead • These can be particularly helpful, but remember that

Projectors OHPs can be noisy which may be difficult for those who
use hearing aids.
 Teaching Techniques
for students with hearing impairment
“ Use of Visual Aids ”

6. Slides • When using slides in a darkened room leave a curtain

open or a spotlight on the speaker or interpreter or turn
up the lights again before beginning the commentary.
• It is generally considered good practice to provide all
students with a copy of OHTs and slides.
7. Videos and • Try to use subtitled videos where possible or obtain a
Tapes transcript of the commentary.
• Alternatively an interpreter may interpret the video if the
student uses BSL, but it will be useful if they have seen
the video in advance.
 Teaching Techniques
for students with hearing impairment
“ Lectures ”
1. Handouts • Well prepared handouts provided in advance to allow
reading time will increase the amount that a deaf
student gains from your lecture.
• Some deaf people who communicate in BSL may find
written English more difficult to understand, as the two
languages are very different. Therefore, printed
materials may need to be in plain English to assist deaf
people to access these.

2. Position Try to stay in the same place and not move around while
you are talking.
3. Booklists Make sure that you give the deaf student relevant
booklists well before the start of the course. A deaf student
may rely more heavily on text books than lectures and so
easy availability is a great help.
 Topic 5: Inclusive Pedagogy
in the Teaching of the English Language
Lecture Topics
Basic concept in inclusive pedagogy - 3 Principles & 6 T/L Strategies
Adapting the curriculum and teaching materials
Lecture 1
• Adapting the curriculum - 9 types (Strague, 1994)
• Adapting the teaching materials - Visit Kathleen L. Bulloch
Teaching strategy and techniques for students with learning disabilities
• learning disabilities - dyslexia, dyscalculia, dyspraxia, auditory processing
Lecture 2 disorder, visual processing disorder & ADHD, Autism
• teaching strategy - depends on the disability (see slides 18-20)
• teaching techniques - depends on the disability & purpose (slide 33)
Teaching strategy and techniques for students with visual impairment
• different ways to interact with information, relying on touch, taste,
and hearing. e.g. Provide auditory supplement to visual information
Teaching strategy and techniques for students with hearing impairment
Lecture 3
• Make use of visual material, i.e. handouts, key vocabulary,
diagrams, written instructions.
 require specific interventions and modification
 assistive technology devices
Collaborative teaching
Lecture 4
Teaching aid and technology in inclusive pedagogy
Lecture 5 Individual Education Plan (IEP)
 TASK 2 TASK 3

Writing of Individual Develping Teaching Aids

Educational Plan • Develop teaching aids
• Identify one special based on the Individual
needs catergory and Educational Plan
design an Individual designed for pupils with
Educational Plan for the selected category of
pupils with the selected special needs from the
category of special needs inclusive education
from the inclusive programme in the
education programme in mainstream classroom for
the mainstream the teaching and learning
classroom for the of English
teaching and learning of
English.
 Task 2: Writing of Individual Educational Plan

• Design an Individual Educational Plan using the

teaching aids developed in Task 2 for pupils with
the identified category of special needs from the
inclusive education programme in the
mainstream classroom based on the selected
topic and learning standard.
• Your lesson plan should also illustrate a clear
intention to address the aims and objectives of
Inclusive Education and statement by Datuk
Mary Yap.
 Task 3: Developing Teaching Aids

• Select a level from Year 1 to Year 6 as

well as a relevant topic and a learning
standard to teach English. Identify also
one special needs category.
• Develop teaching aids to teach the
selected learning standard and topic for
pupils with the identified category of
special needs from the inclusive education
programme in the mainstream classroom.