Page 122 - The Creative Training Idea Book Inspired Tips and Techniques for Engaging and Effective Learning

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Hearing Disabilities Setting the Stage for Learning 111
Just as with vision impairments, many people have difficulty hearing with one or both
ears. In some cases, they do not even acknowledge or recognize their own hearing loss
because it has been a gradual process over time.
There are a number of things that you can do to better enhance learning opportunities
for participants who have hearing loss.

Training Strategies for Improved Effectiveness

Try to determine the level of impairment prior to training (e.g., mild, intermediate, or
total). Also, is it in one or both ears?
Ask the participant what accommodations might increase his or her learning effec-
tiveness.
Focus on the participant’s abilities and be positive about his or her accomplishments.
Position the participant in a location that maximizes his or her abilities. Typically this
is in the front of the room and near any audiovisual aids you will be using.
If you have participants move for an activity, allow them the option of returning to
their original preferential seating location.
If you are going to use audiovisual aids, you may want to inform the participant prior
to class so that he or she can adjust hearing aid volume as necessary.

Keep background noise to a minimum if participants are using hearing aids or have
only partial hearing. This can distort what they do receive.
If an interpreter is present, position him or her where he or she can effectively see and
hear you and where you can see both the participant and the interpreter.
When an interpreter is used, address comments and questions directly to the partici-
pant, not the interpreter. Remember that the interpreter is the tool through which
the participant communicates. In addition, do not have side conversations with the
interpreter in the presence of the participant. Ethically, he or she is bound to share
messages received with the participant.
Face participants when speaking.
Speak slowly, clearly, and concisely.
Keep hands and other objects away from your mouth. This includes bushy facial hair
that might obscure the lips.
Use facial expressions and gestures freely to emphasize points.
You can use hand and arm gestures to get participants’ attention or you can lightly touch
them on the shoulder if they are looking away.

Ensure that only one person in the group speaks at a time. This is important if inter-
preters are used, as they have to capture and translate what is said.