Students who spend the majority of their class time squinting to see the board, or straining their ears to hear what the teacher is 
saying can quickly become lost and discouraged. Students with visual and auditory disabilities may be hesitant to speak up and ask for help in the classroom, because they are embarrassed or worried about what the teacher or other students may think of them. A one-on-one tutoring session can be very beneficial for students who are falling behind in the classroom because they are having a hard time seeing or hearing the information being taught. As a parent looking for a tutor for your child, make sure whomever you choose knows these basic strategies that will work wonders for your child. Working With Children With Visual Disabilities
Working With Children With Visual Disabilities
- Face the student when talking to them. Sitting side by side will cause the student to have to look over at you and then back down at their paper, and the information being taught could be lost in the time it takes to readjust their eyes. Sitting directly in front of them makes it easy for them to see your mouth as you speak, as well as your facial expressions, which will help them understand the context of the lesson.
- Use large print materials. When supplying worksheets or supplementing textbooks for the lesson, find versions that are written in large print. When writing on a board or demonstrating an example on the paper, use large numbers and dark-colored ink.
- Use technology. Use talking calculators or other technology that allows the student to hear the information that has been input.
- Maintain a consistent environment. Keep the space well-lit and avoid moving furniture. Once the student becomes familiar with the room setup, consistency is key to ensuring they feel comfortable and oriented.
- Encourage proper vision aids. Encourage students to wear their glasses or contacts to help them see clearly. Help them feel comfortable with whatever they require to improve their vision.
- Offer recorded sessions. Offer to record the tutoring session so the student can replay the lesson and listen to the instructions and explanations during independent study sessions.
Working With Children With Auditory Disabilities
- Keep hands away from your face when speaking. Students who are deaf or hard of hearing rely heavily on reading lips. Nothing should obstruct their view of your face. Avoid chewing gum or anything that could hinder their ability to understand.
- Maintain eye contact with the student. If the student is using a sign language interpreter, ensure that you maintain eye contact with the student and not the interpreter, as this can make the student feel “out of the loop.”
- Maintain consistent body language. When an interpreter is translating for the student, be sure to maintain comfortable body language and eye contact with the student. Remember, the lesson is between you and the student; the interpreter is just relaying the information.
- Use visual aids. Point to words as you read them, and have the student watch you as you write down the steps to a problem. Visual aids will support the auditory instructions you provide.
- Communicate through writing. Don’t hesitate to communicate with the student via writing. Writing notes back and forth can be fun, help with their reading/writing skills, and build trust by showing that their needs are important to you.
- Ensure repetition of instructions. Plenty of repetition will be necessary, but be sure to repeat the directions the same way each time. Avoid introducing new examples or terminology when repeating directions, as this could confuse the student who is trying to hear and process every word you are saying.
- Learn basic sign language. Take the extra step and learn some common words in sign language, if that is a way the student communicates. It will help you bond with the student and make it easier to understand when they need help. Knowing how to sign words and phrases like “I understand,” “I don’t understand,” and “Explain again” can ease communication.
After a few successful tutoring sessions, students with vision or hearing problems will develop the confidence they need to participate more in the classroom. Encourage students with these disabilities to sit near the front of the classroom, always wear their glasses or hearing aids, and to not be afraid to ask the teacher to repeat something if they missed it. Students who work with tutors who take the time to teach according to their specific learning style and needs will be more confident to seek out these modifications in the classroom, which will result in better grades and a higher understanding of the lessons and concepts.
