Communication:
- Use a total communication approach (Speech, BSL, tactile cues, on-body signs, objects and sounds of reference).
- Give time to listen, process and respond.
- Keep background noise levels to a minimum.
- Give clear access to lip patterns and use face-to-face communication.
- Relay key information 1-1 and check understanding.
- Gain attention before speaking / signing.
- Consider teaching position.
- Avoid moving around the learning environment when talking.
- Avoid standing with back to windows.
- Make facial expressions and emotions clear.
Access to Information:
- Position the learner near the focus of the lesson.
- Use real objects and images to support teaching and learning.
- Pre-teach concepts, vocabulary and skills and revisit to check understanding.
- Allow time to explore. Use a hand under hand approach if appropriate.
- Use a cross-curricular approach to embed learning (e.g. maths skills in cookery).
- Avoid too many stimuli at the same time (visual, tactile and auditory info).
- Present resources with good contrast.
Environment and Getting Around:
- Control lighting. Use blinds to reduce glare.
- Keep floors and walkways clear.
- Keep classroom layout consistent.
- Activities to have a defined start and finish.
- Describe journeys to the learner as they are happening.
- Make the room acoustically suitable (i.e., carpeted floors, soft furnishings, wall coverings etc).
- Reduce audio and visual clutter.
- Make displays accessible, e.g. good contrast.
- Position near sockets if assistive technology is used.