SENSORY DISABILITIES: HEARING IMPAIRMENT| WHAT IS HEARING IMPAIRMENT| Tips and Strategies for Inclusion of Children with HI in Language Teaching and Learning|Dr Manju Antil ~ Dr Manju Antil (Counselling Psychologist and Psychotherapist)

When a child has only hearing problems, the brain is not involved and intelligence is not impaired. It is possible that some children's cognitive development is slower than their peers in terms of hearing, but the difference is very insignificant. Early assessment and intervention are also important for a child's healthy speech and language development, and social, educational, and personality development.

While the learning needs of children with IH can vary in severity of problems and in the amount, quality, and duration of support services a child receives, this section highlights some common challenges. and the specifics that these children have to face.

AREAS

Development /Acquisition of Speech and Language vocabulary, syntax and figurative language( like similies, metaphors and idioms);
Understanding of abstract concepts;
Reading and spelling (because of difficulty in phonemic awareness and speech sound discrimination);
Communication Skills (speaking and listening understanding);
Mathematics;
Organising ideas; and,
Communicating ideas (although students may have a lot to say on the topic, they are restricted by their vocabulary).

Specific Needs related to Language

Comprehending new vocabulary
Discriminating between words
Understanding words with multiple meanings
Forming connections between ideas or concepts
Organizing thoughts or composing ideas (Composing ideas involves producing grammatically and semantically correct text at one time which may be difficult for these learners)
Understanding and using phrases
Grammar usage (past tense, prepositions, active and passive construction)
Sentence construction

Tips and Strategies for Inclusion of Children with HI in Language Teaching and Learning

Prepare a visual vocabulary sheet on the topic taught (displaying words with pictures.
Write new vocabulary words on the chalkboard. One can use a dictionary of words with pictures, if available.
Relate new vocabulary to the child’s daily life and repeat it in different contexts.
Make visual classroom displays with captions and explanations.
Write footnotes along with examples for comprehension.
Verbs used in sentences can be taught through dramatization.
Use multiple modes of communication (verbal and non-verbal cues) like gestures, signing, lip/speech reading, facial expression, graphics, cartoons (speech balloons), pictures, symbols, concrete objects and examples to assist in comprehension.
Break and summarise and rephrase the text in short and simple sentences.
Make children write on topics related to their everyday life in simple forms such as diary, dialogue, journal etc.
Give repeated exercises on sentence construction so that the child can learn to use words and phrases correctly. Use examples from pictures/news/current events/scrapbooks etc.
Provide or adapt reading materials and resource material at the appropriate reading levels of the child.
Brainstorm to bring out the diverse experience of learners.
Give numerous experiences for the target/keywords in a lesson.
Make use of colour coding (use different colours for vowels, and different for consonants) and concept maps.

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