Classroom+Modifications

=Classroom Modifications =

The classroom is a very social place full of distractions and obstacles that can hinder one’s ability to learn. Turnbull, Turnbull, Shank & Leal (1995) state that “classroom design adaptations can help promote students’ ability to gain information from teachers” (p. 572). With that being said, particular modifications to the learning environment are suggested in order to create a suitable learning environment for deaf/hard of hearing students. Proper lighting in the classroom is crucial as it greatly impacts a deaf/hard of hearing student’s ability to lip-read. It is important that the classroom is well lit and that the teacher acts to eliminate shadows whenever possible (eg: have light on the teacher’s face, not behind them).

A deaf/hard of hearing student’s position within the classroom is another factor that can affect their ability to learn and understand. According to Vesey and Wilson (2003), only “25% of speech is visible on the lips” thus making certain instructional modifications crucial to the deaf/hard of hearing student’s understanding. It is suggested that deaf/hard of hearing students who can lip-read be placed towards the front of the class so they have greater visual access to the teacher’s lips. Teachers should have the deaf/hard of hearing student’s attention before speaking, and should position themselves in a way where the student can always read their lips. The teacher should speak clearly, at a normal pace and should avoid using contractions and slang.



 Another factor that affects the performance amongst deaf/hard of hearing students is classroom acoustics. Ross (1978) asserts that “poor classroom acoustics are a major factor contributing to poor performance” (p. 469). Not all deaf/hard of hearing students are completely deaf and can use their residual hearing in the classroom. With that being said, it is important for the teacher to control the noise level and eliminate potential background noise. Background noise can distort the student’s residual hearing thus reducing their ability to understand. The teacher should keep student chatter to a minimum and place potential sources of background noise such as pencil sharpeners or computers away from the student. If teachers actively collaborate with their deaf/hard of hearing students and follow these suggestions above, they can create an environment that is conducive to learning.