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Teaching literacy to deaf students

Diversity is always a challenge in the classroom is a challenge, which we can learn a lot and grow as teachers, of course. That challenge is different depending on what conditions we face: in the case of deaf children, the elderly can experience difficulties relating to literacy; in these cases, what can teachers of primary or secondary? How to unify their work and criteria with their peers

First, we must distinguish two degrees in this functional diversity:

  • Students with some hearing functionality can acquire phonology through hearing through hearing aids and cochlear implants, so that the methods are the same as in students and hearing students, but with curricular adaptation and greater support of teachers
  • Students who do not have hearing functionality at all need a different methodology. The sound of words and syllables is not perceived, so the words are learned through signs and images, represented by sets of letters: these sets of letters will be gradually broken down into syllables and then lyrics.

Teaching literacyDidactic approach

Deaf students requires partial or complete visual media support and resources that we will use as supplemented words bimodal system memory gestures, displays and dactylology.

  • Cued Speech: Complements lip-reading. It Includes 8 configurations hand in three different locations helping display “invisible” phonemes and avoiding ambiguity
  • The bimodal system is to use both the spoken and sign language
  • Gestures of remembrance: We produce foremost recalling and indicating a feature revealing pronunciation.
  • Dactylology: The hand represents the letters.

How do I deal with it from the educational point of view?

Teamwork is essential: At least two teachers should be involved; Very often a / of them / as is PT or specialist in sign language. It is desirable to meet weekly or every 15 days

One required constant evaluation of educational practice we perform: Is a very dynamic and complex process, and self-evaluation of our teaching time can correct any problems that subsequently would have very bad solution.

The autonomy of teachers or involved with the deaf students need: The school must provide, within reasonable limits, a very high autonomy and freedom to innovate and research level. Moreover, such research requires overtime to be taken into account when designing schedules.

People who teach in the classroom where we find the student or deaf student must unify their language: Communication and collaboration among teachers is crucial. The criteria will be unified by decides / so responsible project inclusion.

Innovation can also focus towards artistic expression: Sign language, mimics, body movements, facial … Both languages should remain visible in the bimodal system. It is important to ask questions during activate literacy to verify proper monitoring.

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