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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.

 

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