1. Best Practices for Teaching Mainstreamed Students
by Zina Jawadi
Presentation can be found on YouTube

2. Face the Student Keep your face visible Do not cover your mouth
Do not talk while writing on the board
Avoid walking around while talking
Stand where the student can see you
Avoid standing in front of windows or light sources

3. Articulate Articulate words
Slow down when needed especially when reading a printed passage
Do not shout
Observe the student

4. Explain Clearly State the topic Preview the main points
Transition between main points
Repeat important concepts
Review main points

5. Written Notes Write important terms and concepts on the board
Provide written lecture notes beforehand
Facilitate peer or hired note-takers
Allow the student to take notes
Write instructions and reminders on the board

6. Seating
Row seating: front row to the right, to the left or in the center
Circle seating: to the right, to the left or a few seats from the teacher
Best ear towards the teacher and students
Allow the student to rotate the seat to face other students as necessary

7. Seating continued
Give the student the choice to try and select the ideal seat
Medical necessity, not privilege
Away from noises
Lighting considerations
Best auditory and visual access to the teacher and other students

8. Classroom Discussions
Assume the student with hearing loss does not hear other students
Repeat students’ questions, answers, and comments
Paraphrase and summarize students’ remarks
Encourage students to speak louder and to keep their mouth uncovered

9. Classroom Discussion continued
Identify speakers by name and point at them
Allow the student with hearing loss to adjust or switch seating
Include the student with hearing loss in the discussions
Avoid rapid turn taking and multiple simultaneous speakers

10. Communication Avoid conversations in noisy places
Get the student’s attention first
Face the student with your body
Maintain eye contact
Use visual cues
Avoid embarrassing the student with a question

11. Communication continued
Given the student opportunities to speak and participate
Be aware of the student’s speech issues

12. Testing Provide written reminders and instructions
Provide clear test instructions and questions
Test in a quiet room
Avoid testing on material covered verbally only
Avoid quizzing immediately after new material

13. Testing continued
Avoid quizzing on video, audio, class discussions, or student oral presentations
Avoid last minute changes to test instructions
Avoid oral tests

14. Acoustic Environment
Classrooms are noisy - ambient and students’ noises
Eliminate or minimize noises
Avoid sound reflecting materials
Use noise absorbing materials
Keep the student far from the noise
Move closer to the student when speaking

15. Acoustic Environment continued
Repeat explanations in different ways
Realize the effect of sound on behavior

16. Ambient Noises Humming of air conditioners and heating systems
Humming, rattling, and clicking of fans
Humming of overhead/LCD projectors and equipment fans
Banging of doors
Gaps under hallway doors
Open windows
Lawn mowers
Traffic sounds

17. Student Noises Clicking Pens Tapping Pencils and Erasers
Rattling Objects and Paper
Students typing on their laptops/notebooks
Fidgeting with backpacks
Scraping and moving of chairs and desks

18. Detrimental Sound-Reflecting Materials
Concrete
Ceramic tile
Wooden walls
Hard ceilings
Hard surfaces

19. Helpful Sound-Absorbing Materials
Rugs
Noise absorbing tiles
Corkboards on walls
Drapes and curtains
Low ceilings

20. Video and Audio Enable closed captioning Provide scripts
Setup captioning and transcripts beforehand
Adapt videos/DVDs to watch at home with closed captioning or transcripts
Avoid audio recordings

21. Video and Audio continued
Avoid videos/DVDs with background music
Seat the student close to the loud speakers

22. Assistive Listening Devices or FM System
Wear the FM system
Avoid clipping the microphone to a lanyard or shoulder area
Use with TV
Pass the microphone around to students during class discussions
Repeat students’ questions and answers

23. ALD Simulations FM

24. ALD Simulations
Cochlear
Implant

25. Self-Advocacy Observe future classes and teachers
Meet new teachers before the first class
Ask for accommodations from the teachers
Ask for help from school counselors
Teach others about hearing loss
Ask classmates for notes and help
Speak up but nicely
Seek extra help from the teacher

26. Student-Teacher Relationship
Establish rapport
Set a positive tone early

27. Social Setting Considerations
Awkward settings
Outsider feeling
Misunderstandings
Social acceptance and self image
Opportunities for social success
Mentoring and coaching
Positive reinforcement
Instilling pride
Budding system

28. Role of Counselors Hearing loss is tiresome
Asking for help is difficult
Listening
Empathizing
Problem Solving
Becoming confidante
Structure and flexibility