Suggests ways that schools and parents of young children with hearing impairments can work together to build math skills. Ideas for early math experiences that can be naturally included in everyday routines are presented in descriptions of five learning centers, focusing on logic and problem solving, time and money, fractions, conservation of…

Applies principles of whole-language instruction to the teaching of sign language skills. Emphasis is on the holistic use of sign language in natural communicative situations. Some materials for this approach to sign language instruction are suggested. (DB)

A teacher of middle school deaf students describes the use of literature study circles to encourage reading. The study circles encourage self-selection of reading materials, build a sense of community, help students to learn open-ended group discussion techniques, and foster thinking skills. (DB)

Describes how phonics can help deaf students in both speech production and reading despite their inability to obtain auditory feedback. Successful deaf graduate students are reported to use tactile-kinesthetic feedback in interpreting phonetic information. Teachers of younger students are urged to emphasize speech instruction (even if speech is…

This article offers suggestions to teachers of hearing-impaired students on teaching basic mathematical problem-solving skills. Eight suggestions include allowing time for problem solving, encouraging persistence, providing open-ended problems, using problems based on student experiences, and using appropriate evaluation strategies. (DB)

Strategies for rapid mental computation are explained, including multiplying by 11 (or 21, 31, etc.); adding columns of numbers; and multiplying 2-digit numbers. Rapid mental computation is suggested as a motivator for investigating the underlying mathematical principles. (DB)

This article reviews literature on the behavior of deaf adolescents; pinpoints problems in students' lack of social skills, decision making, and lack of goal orientation; and offers guidelines for teaching values in tandem with decision-making skills. Six sample lessons are briefly outlined, on defining problems, predicting consequences,…

Because deaf students learn most efficiently through visual channels, the use of graphic organizers can be an effective way for students to learn, organize, and remember information. Guidelines are given for organizing information visually and using organizers as teaching tools with this population. (DB)

These communication guidelines, for mainstream teachers whose classes include deaf students, stress courtesy. Specific guidelines include (1) maintain visual lines of communication, (2) attend to the speaker (not the interpreter), (3) use pauses to let the interpreter catch up, (4) recognize speakers, and (5) foster a relaxed atmosphere. (DB)

Amusing cartoon pictures can personalize the young deaf child's relationship with his FM (frequency modulation) auditory trainer. The pictures can serve as reminders to turn the trainer on, to utilize it fully, and to care for it properly. (DB)

Specific teaching strategies to help hearing-impaired secondary students comprehend abstract concepts include (1) pinpointing facts and fallacies, (2) organizing information visually, (3) categorizing ideas, and (4) reinforcing new vocabulary and concepts. Figures provide examples of strategy applications. (DB)

Suggestions for using children's literature in special classes for hearing-impaired elementary grade students are offered, using Wanda Gag's "Millions of Cats" as an example that is applied across all curriculum areas. (DB)

Words in English often have multiple meanings, causing concepts to be paired with incorrect signs when working with deaf students, such as the concept of "made up" meaning either "invented" or "decided." A method called "sentence chains" is recommended as a drill to learn to link concepts with their appropriate signs. (JDD)

"I-Search" reports are described as student research projects that use a first-person approach. Using the method with hearing-impaired students is described in the following steps: discussion of student responsibilities; choosing topics; exploring research possibilities; developing note taking, research, and organizational skills; oral-visual…

Dialogue journals called learning logs were written by hearing-impaired students and responded to by their math teachers. The logs were used to monitor classroom behavior, check for math comprehension, assess attitudes, predict performance, discuss student progress, and reinforce positive math behaviors. (JDD)