Creating inclusive classroom accommodation and modifications for Deaf and Hard of Hearing (DHH) students involves not only implementing accessible teaching strategies but also modifying the physical space to support visual communication and engagement. DHH individuals rely heavily on visual cues, so the classroom environment should be designed to enhance visibility, reduce distractions, and foster collaboration.

Examples of Physical Space Modifications:

1. Lighting and Visibility: Ensure the classroom is well-lit to support clear visibility of visual aids, sign language interpreters, and facial expressions. Avoid placing students in areas with glare or shadows that could obstruct their view.

2. Seating Arrangements: Arrange seating in a way that can serve best everyone in an inclusive way. One example is a circular or U-shaped layout to allow all students to see each other, promoting visual communication and inclusivity during discussions or group activities.
3. Technology Integration: Equip the classroom with visual technology, such as interactive whiteboards, captioned videos, and projectors, to enhance accessibility and engagement for DHH students.
4. Noise and Disruptions Awareness: For students using hearing aids, it is crucial to consider factors such as interference from electronic devices, directional sound challenges, and the impact of background noise. Implementing sound barriers, such as carpets, or curtains, can significantly reduce discomfort from sensory disruptors in the classroom. Positioning students strategically to minimize exposure to disruptive elements ensures an optimal learning environment. Maintaining a calm setting that is ideally free of sensory disruptions allows DHH students to concentrate on visual cues, fostering a more focused and supportive space for communication and learning. These adjustments create a classroom atmosphere conducive to both inclusion and accessibility.
5. Placing Art Materials for Self-Sufficiency: Since DHH students rely heavily on visual communication and cues, the physical layout and accessibility of materials play a crucial role in fostering independence, creativity, and engagement. Positioning art supplies within easy reach of DHH students ensures they can access materials independently without needing to interrupt their workflow or rely on others. This promotes self-sufficiency and allows them to focus on their creative process without unnecessary distractions.
6. Providing Extra Art Materials: Stocking additional art supplies in the classroom prevents situations where DHH students run out of materials mid-class and must request more individually or decide they won’t continue working on a project. This proactive approach minimizes disruptions and ensures a seamless creative experience, allowing students to remain immersed in their projects.

These modifications, combined with inclusive teaching practices, create a supportive and accessible learning environment that empowers DHH students to thrive academically and socially.

Reference:

Marschark, M., & Spencer, P. E. (2010). The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390032.001.0001