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V Pretend play is a normal part of child development.

V Most children pick up dolls, talk to them, and play

with them.
V Children with sign language use signs instead of
V Provide opportunities for the child to pretend play.
V Provide materials, time and space for a child to
practice communication skills with dolls and
imaginary friends.
V If the child is not doing it on their own, you may need
to model it and involve the child till he or she learns.
V In the classroom, children who are deaf
should also be given some
V Responsibilities can be as simple as
making sure the board is clean before
they leave, or opening the windows in
the morning.
V These responsibilities help the child feel
important and valued and helps build up
their confidence to work independently
V Rtory time is a great way to develop literacy skills in children
who are deaf.
V Activities should use short stories with pictures and few words
per page.
V Read the words, and sign them during the story. Get the
children to sign some of the words used in the story with you.
V Also, use the story to talk about other things related to the
same topic.
V Even if you have an integrated classroom, the other children
will enjoy learning and practicing signs at story time.
V Allow children to look at books that you have read to them at
their own pace.
V Children who cannot hear miss out on
learning to appreciate and enjoy music.
V However, you can make this possible by
helping them understand vibration.
V Use drums and other vibrating instruments in
your classroom for activities.
V Allow children to play with instruments and
feel the vibrations.
V You can also play a drum while allowing
the child to feel the rhythm with one hand,
and follow the rhythm with the other hand
on another drum.
V Children who cannot hear find it difficult to work
with others, especially other children who can
V Pair up a child who is deaf with another child to do
an activity together.
V The activity can be a craft activity, or even going
to the garden and getting some materials for the
V Rtart with more structured activities that require
only the sharing of materials, and slowly involve the
child in more unstructured activities that require
planning and communication.
V All of these various activities will help a deaf child
develop necessary communication skills.
V Rimplify tasks so only one new discrimination
is made at a time.
V Make each simple discrimination automatic
before the next one is introduced.
Overteach 'b", then overteach 'd", before
presenting both together.
V Each discrimination that causes repeated
errors should be worked with by itself until
the problem is overcome.
V Trace, then write, the confused letter or
word and pronounce it as written.
V Use short frequent practice periods.
Lengthen the time between practice
sessions as the material is retained.
V If the child is confused about his own
left/right, use a ring, watch, ribbon or band
on his writing arm. Color cue side of desk or
paper or word as a starting place.
V Gradually increase the difficulty of material
to discriminate. If errors are made, go back
to simpler practice.
V rith an older child, you can use a
multisensory (seeing, hearing, and saying)
 m   ë for example,
the child:
1. Rees and hears the word
2. Rays the word fast
3. Rays the word in syllables or chunks
4. rrites the word in syllables or chunks
(assisted visually and/or orally if necessary)
5. rrites the whole word from memory
V To reinforce kinesthetically, have the
child spell the word in syllables while
jumping rope, bouncing a ball, or tossing
a beanbag from one hand to the other.
V Have the child practice writing the same
word using five different writing toolsë for
example, using a marker, chalk, a pen, a
crayon, and typing the word.
V Have the child write the same word in
five different waysë
for example:

V You will get better results if the spelling
practice is shorter but the new word is
written in different ways, than with a
longer practice where the same word is
written the same way each time.