1. Practical communication tips
• tap the student on the shoulder to get their attention
• face the student
• address the student directly, not through the support worker
• use clear voice
• speak normally, don’t exaggerate
• avoid talking to the board
• when asking questions - say the child’s name, allow for delay
in signing and processing time - 5 fingers rule (waiting/processing time)
• avoid digressions and changing subject
• class discussion - one person at the time
• repeat / summarise what other students said
• try not to walk up and down the aisle
• use the Radio Aid correctly

3. Realistic expectations
(from the student’s perspective):
• I can’t multi-task.
(writing + listening/watching; watching/listening + writing)
• I can’t read this text. Can you help me with homework?
• It’s so hard. I can’t do it anymore.
FAIR ACHIEVABLE

4. Practical language modification tips
• simple sentences with active verbs vs passive voice
The door must be kept locked at all times.
Don’t leave the door open.
• instructions broken down to simple steps
Once you collect the equipment, move onto setting up the
practical as shown on the diagram on the board.
• collect equipment
• check the diagram on the board
• set up the practical task
• slow down to allow for the delay in signing

5. Specific praise

7. specific praise
punishment
Do you understand the consequences?
most deaf students will not understand this sentence; be specific, describe their behaviour
and why they are getting punished;

8. Basic differentiation
• key vocabulary displayed (use the word walls or the side board)
• visuals for key vocabulary / concepts
• re-cap of key vocabulary at the start of the lesson
• simplified H/W tasks (and given before the end of the lesson with ample
time for the support worker to explain it)
H/W: Find out 3 facts about education systems in Germany
and France.
H/W: Find out if students in Germany and France wear
school uniform.
• writing frames
• modified/differentiated assessment tasks (use of alternative media)
• limited copying
• Power Point slides printed

9. Collaboration with the support staff
• speak to support staff about the students and your lessons
• share your planning
• email your PowerPoints / rough ideas for lessons /thoughts, etc.

10. Collaboration with the support staff continued
• share resources / ask support staff for resources they use with
deaf students and use them in class
• interact with support staff, e.g. ask for a sign and use it with the
rest of the class
• before moving on, ask the deaf students if they have finished
• give extra copy of the text and/or w/sheet to the person
supporting
• before reading a longer piece of writing - give the support notice /
give the child a choice - do they want to read and follow the text or
watch the signer?
• positioning - allow the support staff to move the child;
allow the staff to move, e.g. stand next to you/ the
board/ another student speaking, etc.

11. speak to us,
we are always