ETH306W
Assignment 02 Unique No. 824029
QUESTION 1:
1.1 Auditory Impairments:
1. Use captions
All students benefit from captions and especially those who are Deaf or hearing-impaired. To
cater for these students, it is important to use captions when using multimedia aids in the
classroom like videos. Captions provide vital access to multimedia content it provides the
learners that have a form of hearing impairment to see the captions (or subtitles) and easily
understand the message.
2. Make use of available technology
Some classrooms have access to certain forms of technology. Make use of this technology the
better your communication with the learners through the use of media resources like helpful
videos and streams online, PowerPoint presentations etc. There are many ways to incorporate
technology in the classroom to aid you in your lesson plans and for the learners to use more
than just one sense at a time. The more senses are stimulated in the classroom environment,
the better the concentration and the learning ability.
3. Use visual stimulus
Students who have a hearing impairment require visual cues and support in their learning to
assist their understanding of content. Teachers can use visual stimuli such as providing lesson
outlines, main points and any directions on chalk boards to help these students as well as the
printing of images connected with the lesson.
4. Consider classroom arrangement
There are always variables as to where a student who has a hearing impairment should sit in
the classroom. Ensure that these students are in a position where your face (and ideally the
faces of other students if they are participating in class discussion) are clearly visible, and
where the sound of your voice is least obstructed.
5. Keep unnecessary noise to a minimum
Students who have a hearing impairment find it very difficult to concentrate when there is
background noise. Blocking out some or all of this noise through closing doors or windows can
be a simple and effective measure. Remember that even if your student or students use
assistive hearing technology, they do not hear in the same way that their peers do. They will
benefit from having unnecessary background noise to a minimum.
1.2 Visual Impairments:
1. Explain any visuals
When you are teaching a visually impaired or blind student, it is important to clearly explain
all visual materials. For example, if you are showing a picture to illustrate a point, you should
describe the image. Describe the illustration and then describe what the message is the
illustration is conveying. You should also get in the habit of dictating what you are writing on
the chalkboard or whiteboard. This way students who are unable to see the board can still
follow along with the material and take notes.
, 2. Always give oral instructions
Do not provide your students with a handout that contains assignment instructions. Visually
impaired or blind students in your class may have difficulty seeing the words and learning
what is expected. Instead, you should always give oral instructions for every assignment and
activity along with the visual instructions. Never depend on just either one of the two.
3. Provide tactile learning experiences
When you are teaching a class with visually impaired or blind students, you should try and
incorporate tactile learning experiences whenever possible. For example, instead of talking
about rocks and showing images of different types of rocks, you should actually have
physical rocks available in the classroom for the students to touch and handle. This can also
be done with all kinds of different elements. It will allow your students to explore and learn
without relying solely on sight.
4. Address all students by name
Students who are visually impaired or blind may not always know who is talking. As a result,
you should always address students by their name, instead of just pointing them out, when
you call on them to answer or ask questions. This way the student who is visually impaired
can learn to identify their peers based on the sound of their voice.
5. Seat visually impaired students close to the front
In order to give visually impaired or blind students an equal opportunity to succeed in the
classroom, seat them near the front of the room close to the board. While teaching you
should stand near the visually impaired child. This will allow them to hear you better.
1.3 Physical Impairments:
1. Accessible Environment
Create a physically accessible environment that is not mobility-limited. Students with a
mobility disability may sometimes wish to use their own furniture, such as ergonomic chairs
or sloped writing tables. Extra space may need to be created in teaching rooms, but this
should be done unobtrusively towards the other learners.
2. Be flexible with the schedule
Students may arrive late or have to leave before the class is over due to adapted
transportation services. Students who use wheelchairs, callipers or crutches, or who tire
easily, may find it difficult moving about within the constraints of lecture timetables.
Absence or lateness may be a result of the distance between teaching venues, so at the end
of a lecture you may need to recap any information given at the beginning.
3. Inclusion
Make sure that the person is always included with others when forming groups. In other
cases, academic isolation may be an issue for students who are unable to participate in
some class activities. One-to-one sessions with a tutor may help fill this gap in participation.
4. Encourage Independence
Place objects where the learners with physical disabilities can easily access them in order to
Assignment 02 Unique No. 824029
QUESTION 1:
1.1 Auditory Impairments:
1. Use captions
All students benefit from captions and especially those who are Deaf or hearing-impaired. To
cater for these students, it is important to use captions when using multimedia aids in the
classroom like videos. Captions provide vital access to multimedia content it provides the
learners that have a form of hearing impairment to see the captions (or subtitles) and easily
understand the message.
2. Make use of available technology
Some classrooms have access to certain forms of technology. Make use of this technology the
better your communication with the learners through the use of media resources like helpful
videos and streams online, PowerPoint presentations etc. There are many ways to incorporate
technology in the classroom to aid you in your lesson plans and for the learners to use more
than just one sense at a time. The more senses are stimulated in the classroom environment,
the better the concentration and the learning ability.
3. Use visual stimulus
Students who have a hearing impairment require visual cues and support in their learning to
assist their understanding of content. Teachers can use visual stimuli such as providing lesson
outlines, main points and any directions on chalk boards to help these students as well as the
printing of images connected with the lesson.
4. Consider classroom arrangement
There are always variables as to where a student who has a hearing impairment should sit in
the classroom. Ensure that these students are in a position where your face (and ideally the
faces of other students if they are participating in class discussion) are clearly visible, and
where the sound of your voice is least obstructed.
5. Keep unnecessary noise to a minimum
Students who have a hearing impairment find it very difficult to concentrate when there is
background noise. Blocking out some or all of this noise through closing doors or windows can
be a simple and effective measure. Remember that even if your student or students use
assistive hearing technology, they do not hear in the same way that their peers do. They will
benefit from having unnecessary background noise to a minimum.
1.2 Visual Impairments:
1. Explain any visuals
When you are teaching a visually impaired or blind student, it is important to clearly explain
all visual materials. For example, if you are showing a picture to illustrate a point, you should
describe the image. Describe the illustration and then describe what the message is the
illustration is conveying. You should also get in the habit of dictating what you are writing on
the chalkboard or whiteboard. This way students who are unable to see the board can still
follow along with the material and take notes.
, 2. Always give oral instructions
Do not provide your students with a handout that contains assignment instructions. Visually
impaired or blind students in your class may have difficulty seeing the words and learning
what is expected. Instead, you should always give oral instructions for every assignment and
activity along with the visual instructions. Never depend on just either one of the two.
3. Provide tactile learning experiences
When you are teaching a class with visually impaired or blind students, you should try and
incorporate tactile learning experiences whenever possible. For example, instead of talking
about rocks and showing images of different types of rocks, you should actually have
physical rocks available in the classroom for the students to touch and handle. This can also
be done with all kinds of different elements. It will allow your students to explore and learn
without relying solely on sight.
4. Address all students by name
Students who are visually impaired or blind may not always know who is talking. As a result,
you should always address students by their name, instead of just pointing them out, when
you call on them to answer or ask questions. This way the student who is visually impaired
can learn to identify their peers based on the sound of their voice.
5. Seat visually impaired students close to the front
In order to give visually impaired or blind students an equal opportunity to succeed in the
classroom, seat them near the front of the room close to the board. While teaching you
should stand near the visually impaired child. This will allow them to hear you better.
1.3 Physical Impairments:
1. Accessible Environment
Create a physically accessible environment that is not mobility-limited. Students with a
mobility disability may sometimes wish to use their own furniture, such as ergonomic chairs
or sloped writing tables. Extra space may need to be created in teaching rooms, but this
should be done unobtrusively towards the other learners.
2. Be flexible with the schedule
Students may arrive late or have to leave before the class is over due to adapted
transportation services. Students who use wheelchairs, callipers or crutches, or who tire
easily, may find it difficult moving about within the constraints of lecture timetables.
Absence or lateness may be a result of the distance between teaching venues, so at the end
of a lecture you may need to recap any information given at the beginning.
3. Inclusion
Make sure that the person is always included with others when forming groups. In other
cases, academic isolation may be an issue for students who are unable to participate in
some class activities. One-to-one sessions with a tutor may help fill this gap in participation.
4. Encourage Independence
Place objects where the learners with physical disabilities can easily access them in order to
