Learner and Contextual Analysis
As a teacher of the deaf, learner characteristics are one of the first things I look at. When planning materials and location it is crucial to take into account the hearing loss, reading level, means of communication, grasp of the English language etc. If I chose to teach with software that gave instructions or asked questions verbally, the students would receive little benefit.
Another concern would be entry competencies. It is necessary to be aware the deaf student may not have as much ancillary knowledge because they have not heard the same information in everyday life. It is often necessary to explain events to a greater extent because they have not heard discussions occurring around them.
The setup of the instructional setting is also important. There must be sufficient light to see the person signing. I would be a problem if the light source were behind the signer. That would put the signer in silhouette and the deaf student would have difficulty perceiving the signs. Working with hard of hearing students it is necessary to be aware of noise. Noise from heating/ air conditioning, hall noise etc. can be distracting or even prevent the student from hearing properly.
Reading this chapter has reinforced in my mind the necessity of knowing the learner characteristics and planning the location of the instruction. With hearing impaired students this can truly be the difference between success or failure.
Cheryl Briggs Sept. 22, 2001