Guidelines For Course Material Design For Hearing Impaired

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Guidelines:

  • When writing materials for hearing impaired students:
    • Break up long sentences
    • Reduce difficult vocabulary load
    • If cannot avoid difficult word, include a brief explanation in parentheses; however keep parenthetical explanations to a minimum
    • When using a pronoun be sure that the antecedent is very clear
    • Do not omit words such as “that” where such words will clarify a sentence connection
    • Use simple coordinating conjunctions (e.g., but, so, for, and) and avoid less common transitional words (e.g., however, as a consequence, nevertheless, although)
    • Keep cause-and-effect expressions in a very simple form
  • If an important basic or technical word is to be taught:
    • Make meaning and application absolutely clear
    • For a new term, repeat the word numerous times in a variety of contexts
  • Certain language forms are generally to be AVOIDED:
    • Passive voice verbs
    • Negative forms of verbs and other expressions of negation
    • Colloquial and idiomatic expressions
    • Wordiness of sentences
    • Use of idioms
  • Avoid distraction and disruption completely at the training place.
  • Adapt as many activities as possible to a visual mode.
  • Use appropriate graphics along with text to make the learning effective.
  • Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.
  • Whenever possible, allow for direct access to and manipulation of materials.
  • Avoid overly complicated language in exam questions and clearly separate items when spacing them on the exam sheet.
  • After tests or quizzes, give answers by using the overhead projector or in writing.
  • Avoid use of abbreviations or idioms, except for the standard ones.
  • Allow students extra time, as they may have difficulty with vocabulary.

Instructional objects must have self-validation method and the student should know that he/she has learnt what he/she ought to learn.

Use of solved examples from simple to complex. It should be followed by unsolved question if trainee answer all the question correctly it is validate beyond doubt that learning object are achieved.

For making Hearing impaired students making understand the vocabulary/lessons clear, there are many things that should be taken care of. For more info on these topics, get in it from http://dpodstudios.com/articles.htm> Article

For making Hearing impaired students making understand the vocabulary/lessons clear, there are many things that should be taken care of. The facts given above are a petite one. For more info on these topics, get in it from http://dpodstudios.com/classroomt.html

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