Tool #11 Look at the Person Talking

Look at the Person Talking

Tool # 11 of the 13 tools of D/HH Advocacy by Gail Wright

Lets get started 

A student with hearing loss is challenged to know WHO is speaking. Looking at the Person Speaking for a child with hearing loss can like being a beat off while watching a tennis match.

Typical Listening Classroom Scenario

A teacher is at the front of the room. They call on a student. A student from some unknown location begins talking. The student with hearing loss must spin in their chair, locate the person speaking and then· begin to listen with distance. By the time the speaker is located for speech reading cues, they are most likely done talking and the teacher has begun again! 

What are the Obstacles

Lighting, distance, noise, desk/seat location,  computers/projectors at the back of the room, group work; all create unique challenges for the student with hearing loss. 

Finding the Speaker

Teachers and family members can help the child with hearing loss by giving them a chance to locate the speaker before talking. One technique that works well in a classroom is the teacher tosses a soft toy or ball to the person they are "calling on". The "toss" gives the child with hearing loss a chance to locate who is speaking. This technique also helps insure that one  person at a time is speaking. 

Using an FM

During "round robin reading" passing the FM helps the student with hearing loss not only hear the person speaking, but also visually locate who is reading. 

Key to Non-Verbal Communication 

While the student with hearing loss may think they hear most verbal communication, some tone or other non-verbal messages are lost without the visual cues.

Eye Contact

Eye Contact also helps the speaker know that the student with hearing loss is getting the auditory message. 

First Steps - Awareness

As with all the tools, the young child needs to first be aware of the tool. They then begin to gain an understanding of when the tool will be effective. Along with looking at the person  speaking, the child naturally learns where they need to sit to be able to SEE the person speaking. 

Next Steps - Preferential/Flexible Seating

Just like the young child, the middle school student needs to help remind teachers of the best place to sit so they can see the person speaking as well as have access to their classmates. 

Student should visually follow conversations in the class. 

Independent use of accommodations

Junior High students need to have this skill mastered and advocate for themselves. Due to the incredible auditory access technology gives the students, people can forget the student has hearing loss and needs visual access to the speakers. While this can frustrate the student, they need to continue to self-advocate.