Deaf Education Course

Science for Deaf Children - Tips

Do not assume that deaf pupils have the same experiences and backgrounds as hearing pupils. Encourage all of the pupils to share their experiences related to the topic being discussed.
Involve deaf pupils in a wide variety of experiences including people and objects - their font of knowledge will not be all the same.
English language is a challenge for deaf students, especially assigned reading. Include adjunct questions with reading assignments.

Always use visual materials to support communication/discussions, especially Powerpoint slides, overhead projections, smartboards, or the basic white board. All will benefit.
Multiple visual demands: Give one source of visual information at a time.
Hands-on activities are critical, and minds-on activities even more so.
Use colourful pens and markers to make things more interesting and to identify items being discussed easily.
Display real-life objects that apply to the science being taught.

Make eye contact with pupils while teaching. Wave at the pupils to get their attention. Set up an agreement with the class on how they will also help each other know when you want complete attention.
Try to satisfy all pupils' communication preferences (BSL, spoken communication). This is not always easy. A good teacher will develop a bag
Make use of technology - e.g. data projector, overhead projector, calculators, television, laptops (with access to the Internet), camcorder, smartboard.
When demonstrating, ensure all are watching you before you do the demonstration and explain what you will do first and repeat after you have done the demo. Deaf pupils are not able to watch the teacher talking and the demonstration at the same time.
Circulate among the pupils while they perform their tasks.
Give the pupils sufficient time to complete their activities.
Write important announcements on the board to keep pupils informed (assignments, deadlines, tests/quizzes, class instructions, and procedural changes).
At start of lesson, give pupils the lesson/activity outline along with the objectives.
End each class with a written summary of the most important 'big ideas' from that session.
Be sure that pupils understand what has just been taught before starting the next topic.

Reply directly to pupils' questions.
Ask pupils questions to encourage participation in class. Allow 'wait time' to get good responses.
Have pupils participate in the classroom by replying to the questions, giving reports, and volunteering for presentations.
Provide visual clues to pupils so that they know who is speaking/signing. Point to a pupil who is asking a question, for example, and have that pupil wait until most/all pupils are watching before beginning the question. Slowly, the pupils will develop a habit of doing this.
Restate a pupil's question before answering it.

Arrange chairs and desks in a semi-circle (when possible) for deaf pupils to see each other better.
In mainstream setting, ensure deaf pupil is able to watch the mainstream teacher, teacher of the deaf and the board.
Ensure deaf pupils are safe when doing experiments.
Be aware of the possible glare from windows or doors that can interfere with pupils' concentration.