How working with deaf students changed my teaching

When you find out you’ll be teaching a deaf student, your first reaction may not necessarily be enthusiasm. You may be intimidated by the challenge, the difficulty of what you might think of as a language barrier. You wonder how you’ll communicate, how you’ll know if they understand, if you’ll be able to teach the content effectively. But through your experience of teaching, that perception will change. What seemed like a hurdle to get over, or even a problem, becomes one of the greatest opportunities for professional and personal growth that a teacher can experience.

In teacher training sessions, we constantly hear about modalities of intelligence, personalised education and the importance of acknowledging the diversity of the classroom. These ideas are essential, but many times they remain at a theoretical or abstract level. We understand them conceptually, yet we are not always pushed to deeply transform our teaching practices. 

When we have a deaf student in the classroom, inclusion stops being just a concept and becomes a concrete reality that needs action. The language barrier pushes us to search for new communication strategies, and this inevitably transforms the way we teach.

Find other ways to communicate 

Through direct classroom experience, constant observation and the support of the interpreter, I learned to divide content into smaller, clearer segments and to frequently check for understanding. This learning process was not immediate. In one of the first classes, while I was explaining enthusiastically and convinced that everything was going well, I turned around and noticed that my deaf students were fully focused…but not on me, rather on the interpreter, waiting for the translation of something I had already finished explaining.

That moment, although slightly uncomfortable, was revealing and even a bit amusing, as it made me realise that my pace and explanations were not effective.

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From that point on, I began to make concrete changes to my teaching practice: I reduced the amount of information presented at once, structured my explanations into sequential and paced steps, and intentionally created pauses to allow the interpreter to convey the message clearly. I also incorporated strategic pauses to check for understanding through brief questions, quick exercises and immediate feedback. 

Plus, I reinforced the use of visual supports, such as writing key words on the board, using diagrams and providing concrete examples to accompany each explanation.

I gradually refined the way I communicated content, simplifying my language without reducing the academic depth of the material, which strengthened my ability to synthesise information. Over time, I observed that these strategies not only facilitated the understanding of my deaf students but also significantly improved the clarity and dynamism of the lessons for the entire class.

Consider your body language

Another important transformation that occurred was in my awareness of non-verbal communication. As hearing teachers, we may speak confidently, but we are not always conscious of whether our gestures match our words. We might explain an important concept while walking constantly around the classroom, turning our back to students or making distracting movements. 

When teaching deaf students, I learned that I should not move excessively while explaining, that I must avoid speaking with my back turned. Maintaining eye contact is essential. My gestures had to align with my message. 

With an interpreter present, I learned that I must address the deaf student directly, not the interpreter. I kept in mind that the interpreter is not the teacher, but the bridge that conveys my words to the student. This awareness helped me understand that my body is also a powerful teaching tool.

Adjust your teaching

The first, essential step for any teacher who has never taught a deaf student is awareness training. This does not mean learning sign language immediately. Rather, it means understanding the appropriate way to approach deaf students, learning what practices to avoid and becoming familiar with signing good morning, excuse me, thank you or other simple everyday phrases. 

Universities have the responsibility to provide training with experts and, ideally, to invite deaf individuals to share their experiences. Listening directly to members of the deaf community changes perspectives and eliminates misconceptions. It helps teachers understand that deafness is not an intellectual limitation but a communication difference.

Create space in your schedule to collaborate with the interpreter, if one is required. During this time, share the topics you’ll cover, any technical terminology and the resources that will be used. The interpreter needs to be familiar with specialised concepts to portray them accurately. 

On your end, go through in detail how you’ll present the content, which materials you’ll use and how you’ll structure your explanations. This joint planning prevents misunderstandings and strengthens the teaching process.

For me, the key to effectively transmitting concepts has been prioritising visual and well-structured strategies. I have achieved very positive results by using diagrams, concept maps, charts and clear images to support each explanation, as well as by breaking complex content into smaller, organised steps. 

I’ve also found that writing key words and technical terms on the board has been very effective, as it facilitates understanding and supports the interpreter’s work. Sharing materials in advance has proven to be another successful strategy, since it allows the student to become familiar with the topic before the lesson begins. Using captioned videos, practical examples and concrete demonstrations helps transform abstract ideas into more understandable concepts. 

Guided exercises, written questions, short practical activities: these are all ways to verify comprehension and confirm your message has truly been understood. I implemented these strategies for my deaf student, but they ultimately benefited the entire class.

In terms of assessment, I incorporated more visual and structured approaches, such as written tasks, guided exercises, concept maps and visual presentations, allowing students to demonstrate their understanding beyond oral participation. I also provided clear written instructions and used short, continuous checks for understanding throughout the lesson to ensure that concepts were being effectively processed. These strategies not only supported my deaf students but also created more inclusive and flexible ways for all learners to express their knowledge.

I realised that when we adapt our methodologies to ensure that a student with communication barriers can learn, we’re improving the quality of teaching for everyone.

My tips:

• Design group exercises where all students use diagrams, concept maps or charts to encourage participation and shared understanding.
• Provide ways for students to demonstrate learning through visual presentations, projects, diagrams or written summaries, in addition to oral assessments, to ensure that all students can express themselves according to their strengths.
• Use, whenever possible, applications, digital whiteboards, captioned videos or augmented reality tools to reinforce concepts in a visual way.

Anny Maria Rodriguez is director and teacher of the port administration and customs programme at Universidad del Caribe.

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