Mathematics and hearing impairment at P level 4-8

The impact of hearing impairment on learning will be much the same throughout the P levels. Begin by reading about the main challenges for hearing impaired children across subject areas. Mathematical concepts in the early stages of development are dependent on practical experiences

You can:

• Support all teaching with visual prompts, such as showing how to do something with actual resources: bricks, sorting bears, colourful 2-D shapes, using balancing scales rather than modern scales (to show heavier/lighter), jugs or other containers of liquid – add food colour to make it more visible
• Ensure that the teacher/adult leading a group always faces the pupil so they can see lip movement and gauge context from facial expression. For new vocabulary encourage all the pupils to repeat the new word(s) and listen to the HI pupil to make sure they have heard correctly. Try playing games such as ‘I am a shape/number, what shape/number am I? The pupils ask questions such as ‘Do you have corners? Are you round like a ball? Support will need to be given to suggest things that can be asked
• Write key vocabulary on a white board, with illustration if possible. Some unvoiced consonants are very easy to confuse both orally and visually for the HI pupil, and consistent use of seeing the word(s) written will help reinforce it
• Use support staff effectively to make sure the pupil has heard new vocabulary and instructions clearly, and can check that the pupil can say what they need to do for an activity

Now you might like to look at:

• Mathematics and hearing impairment at P level 5