Instructional Strategies
In this portion of the site, I have included some instructional strategies that will support the DHH student while included in the general education classroom. These are some supplementary aids and services to the child or on behalf of the child as well as program modifications and supports for school personnel.
Strategy |
In Words |
In Action |
Acoustic Highlighting |
Acoustic highlighting is a technique used to heighten awareness of specific speech sounds. A sound or a sound in a word or phrase becomes highlighted when it is slightly emphasized. For example, at a party with loud music and conversations, you introduce yourself and say, “My name is Stacey.” The person responds, “Hi Tracey.” You reply, “Not Tracey – my name is Ssssstacey.” The person then says, “Oh, hi Stacey.”
*To read more on Acoustic highlighting... |
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Use of auditory sandwich
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Implementing the auditory sandwich will provide necessary repetition and
reinforcement of language your student needs for learning. Here is how it goes: First, presentation is verbal to ensure auditory processing Second, use tactile or visual cues as necessary Last, cue is auditory – again to promote listening. For example, you may ask the student, "Where are your shoulders?" Then you show the student, "Here are your shoulders." Then you say it again, "Yeah, you touched your shoulders." Say it, show it, say it again. |
Modeling a
correct response or question |
Modeling correct responses will show students the correct ways to form or answer questions. When modeling the correct response, allow the student to answer the question to the best of their ability, then you repeat the answer using the correct speech.
For example, a student might answer "seven cat". You would respond with "Yes Tommy. There are seven cats sitting in the grass." |
Direct the student
to listen closely |
When relaying important information to the student, it may be helpful to direct the student to listen closely. This can be done in many different ways. Some teachers use a gesture, such as a finger to the ear, while others may prefer to move closer to the student or make eye contact with him or her. Whatever it is, make sure to discuss it with the student ahead of time so that they are aware that when you give the signal, they are to listen closely.
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