Curriculum content and delivery
Class/subject teachers ensure that:
- Teaching and learning opportunities are appropriately differentiated to take into account hearing impairment and that there are appropriate levels of intellectual challenge and support within the lesson.
- The sensory demands of the subject area are considered and adjustments made in order to improve access through:
- Differentiating by task, outcome or teaching materials.
- Opportunities for distributed practice (little and often) and interleaved learning (mixing old and new learning).
- Allowing more time to complete tasks and this is incorporated into curriculum planning
- The use of alternative communication such as signing and specific equipment, such as FM radio aid systems
- The use of written/visual cues and context to assist understanding
- Consideration of the amount of verbal instruction that is given - short sentences are used rather than long, complex ones. The pupil's name is used before asking a question or giving an instruction
- Pre and post tutoring of new vocabulary with concrete examples used when possible
- Ensuring teachers do not cover their faces with their hands and travel around the classroom while they are talking
- Ensuring subtitles are used when showing TV or DVD programmes
- Pupils are given opportunities to demonstrate their learning in a variety of ways, such as:
- The use of alternative methods of recording.
- The use of appropriate ICT.
- Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based interventions.
- Teaching resources are age appropriate, inclusive and relevant.