Teacher-Student+&+Student-Student+Communication+and+Inclusion

= Teacher-Student & Student-Student Communication and Inclusion =  Deaf and hard of hearing students face many barriers with perhaps the largest of which being communication. According to Sacks (1989), language allows individuals to “communicate freely,… acquire and share information” (p. 8). The inability to recognize what is being said restricts one’s ability to comprehend verbal speech and thus limits their degree of understanding. This presents a major barrier in the classroom as much of the communication within the classroom is verbal. The inability to effectively acquire language, limits deaf/hard of hearing individuals both in social and educational settings. Cerney (2007) states that within the classroom, “deaf students are often deprived of the words and the content, as well as the relationships that these voices represent” (p. 3). This inability to effectively and efficiently communicate creates a significant educational barrier for deaf/hard of hearing students.



It is vital that teachers be aware of communication strategies that can enhance a deaf/hard of hearing student’s understanding in the classroom. There are many strategies that teachers and students can use to communicate with each other with some of the most prevalent strategies being verbal speech, finger spelling and sign language. After conducting tests that measured the effectiveness of communication techniques, Cawthon (2001) states that it is important to “augment teacher speech with sign language” (p. 213). Communication from a deaf/hard of hearing student to their teacher is equally as important. Strategies for effective communication include writing down responses, using a combination of verbal speech and sign language or by using sign language on it’s own. By employing effective communication strategies, deaf/hard of hearing students and their teachers can enhancing the overall learning environment.



One of the most important aspects of educating a deaf/hard of hearing student is creating an inclusive environment. Creating an inclusive classroom environment requires the ongoing cooperation of both the students and the teacher. Though often underestimated, the social role in learning is imperative if a student is to reach their full potential. Therefore, it is important for the teacher to encourage group interaction with a deaf/hard of hearing student. To create an inclusive, non-restrictive environment, the students and the teacher must be educated about appropriate behaviours, effective communication strategies and approaches for inclusion. Some alternative strategies for including deaf/hard of hearing students are to have them participate in ways that they feel comfortable communicating. Deaf/hard of hearing students can participate in the classroom and with their peers by using alternatives to verbal communication such as demonstrations, sign language, an interpreter, writing down their responses to share with others and by visually representing their knowledge or opinions pieces (eg: drawings or illustrations). Lastly, classmates should be aware of and employ strategies that can enhance the deaf/hard of hearing student’s understanding (eg: recapping what was said, indicate who is speaking, speaking clearly and sitting in a circle pattern). By employing these strategies and demonstrating inclusion in the classroom, the deaf/hard of hearing individual will experience a sense of belonging and feel that they are a valued member of the classroom community.