Creating a stimulating classroom environment and adapting lessons to suit the needs of a hearing impaired child

Symposia

Hearing-impaired children, who must invest lots of effort into their schooling, have been integrated into primary and secondary schools. They mostly have difficulties coping with the fact that their needs are forgotten. They must constantly remind their teachers that they need speech reading, notes. The hearing-impaired children often do not perceive important information. The important information is usually delivered verbally, the teachers rarely use the internet, which would help solving the problem of perceiving crucial information. Coping with the given situation demands lots of energy and hearing-impaired children feel uneasy. The described situation makes teachers feel anxious as they do not know how to work with hearing-impaired children, how to adapt teaching and learning methods to their needs.
My teaching career began in a regular primary school and I had to deal with my own insecurities and dilemmas when I started working with special needs children. For that reason, I would like to explain to my colleagues that anxieties and panic are not necessary.
I am going to present how to adapt teaching and learning methods, knowledge testing, learning content, within-class pupil grouping and working with parents when there is a hearing-impaired pupil in the classroom. I am also going to point out the importance of movement/ physical activities. In I am going to introduce a videotaped case study showing my teaching style and different within-class pupil grouping while working with hearing-impaired children. I would like to help my colleagues, who are entering the world of deafness, by diminishing their fears and anxieties.
I am going to point out the importance of the teacher's personal standpoint towards the hearing-impaired pupil. It is crucial to properly introduce the hearing-impaired child to the class.
I am going to discuss how to adapt knowledge testing, evaluation, and assessment, teaching methods, within-class pupil grouping and still achieve the knowledge standards the curriculum demands.