Training Seminars for Regular Education Teachers: Preparing to Teach Students who are Deaf in the Hearing Classroom

What are some ways you can communicate with your deaf students? (Through interpreters, writing, nonverbally) Why is it important for you to be able to communicate with (not just to) your student? (So you can get to know them and therefore better teach them)
Preparing participants for next lesson: Next time we will discuss the social aspects of a child who is deaf in a regular school setting. We will discuss ways you as the teacher can help create a positive environment for all your students.
Seminar #2
Materials Needed:

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  Copies of the topic outline for each person for note taking (see Appendix F)
  
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  Overheads of subtopic outlines (see Appendix G)
  
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  Copies of book and movie list for each person (see Appendix H) introduction: Remind the group of Alan’s feelings of loneliness: “I was like a goldfish in a bowl watching the outside action.” Explain that today we will discuss ways teachers can try to make the social experience of their students more positive. Hand out copies of topic outline (Appendix F).
  

Concept Development: Cindy was enrolled in a private school for the deaf at age three which focused on verbal communication - reading lips and speaking. Everyone at the school used many natural gestures so that they could understand each other. At the age of six Cindy was enrolled in a public school. Cindy relates the following: My first day at a mainstream school didn’t affect me at all for several reasons. I was already well-liked by my hearing peers and was always participating in class activities. I didn’t feel any different from my hearing peers nor did I feel
inferior or lonely. That lasted for three years, since everything 1 had learned was based on visual things such as pictures and materials. In third grade, I was voted the class Treasurer for one year so that helped with my own identity.
By fourth grade, things were different for me. My attitude had changed tremendously. I suddenly felt inferior, isolated and bored. That is, when I discovered that I was very different from my hearing peers. Of course they didn’t reject me but I could sense something was missing. I realized there was a communication barrier and I was struggling to get by. I couldn’t keep up with my readings, class notes or lectures since visual-oriented materials became less visible, and there was an increase of aurally-oriented information which was of course difficult for me to handle. This problem remained for the next eight years. (Hodges, 1991, p. 1)