Hearing Impairments

Some Considerations

Some deaf students are skilled lip readers, but many are not. Many speech sounds have identical mouth movements, which can make lip reading particularly difficult. For example "p," "b," and "m" look exactly alike on the lips, and many sounds (vowels, for example) are produced without using clearly differentiated lip movements.
Make sure you have a student's attention before speaking. A light touch on the shoulder, a wave, or other visual signal will help.
Look directly at a person during a conversation, even when an interpreter is present. Speak clearly, without shouting.
Make sure that your face is clearly visible. Keep your hands away from your face and mouth while speaking. Sitting with your back to the window, gum chewing, pencil biting, and similar obstructions of the lips can also interfere with the effectiveness of communication.
Common accommodations for deaf or hard of hearing students include sign language or oral interpreters, real time captioning of course lectures (via a remote or in person captioner using a microphone,) assistive listening devices, note takers or other technology to assist with notetaking, and captioned course content (films, videos, pre-recorded lectures.)

Types of Impairments and Disabilities

Circular seating arrangements offer deaf or hard of hearing students the best advantage for seeing all class participants.
When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
Repeat the comments and questions of other students, especially those from the back rows; acknowledge who has made the comment so the deaf or hard of hearing student can focus on the speaker.
Face the class while speaking; if an interpreter is present, make sure the student can see both you and the interpreter.
If there is a break in the class, get the deaf or hard of hearing student's attention before resuming class.
Because visual information is a deaf student's primary means of receiving information, films (provided they are captioned), overheads, diagrams, and other visual aids are useful instructional tools.
Be flexible: allow a deaf student to work with audiovisual material independently and for a longer period of time.
When in doubt about how to assist the student, ask him or her.
Allow the student the same anonymity as other students.