The National Guidance

Numeracy Strategy
Curriculum & Standards

The daily mathematics lesson

Teachers and
Guidance to Teaching Assistants
in Primary Schools
support pupils Status: Recommended

with hearing
Date of issue: 09/01
Ref: DfES 0514/2001

impairments

Standards and Effectiveness Unit

2+3 GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS
18-7
12×2 Hearing impairments
1 2
3+ There are two main kinds of hearing loss:

2–1 ● Conductive deafness, where sound may not pass through either the outer or

33+5 the middle ear;

● Sensorineural deafness, where the cause of deafness is located in the

66÷3
cochlea or the auditory nerve.

7×3
Sensorineural deafness is permanent and can vary in degree. Conductive
deafness is usually mild or moderate in degree and may be temporary or

41+3
fluctuating.

19-5 Deafness varies widely in nature and degree, and can affect:

● the ability to hear high-frequency sound only, or the ability to hear across the
2–3 frequency range;

3 ×2 ● both ears (bilateral hearing loss) or only one ear (unilateral hearing loss).
1
42– 0 Deafness may be:

12+2 ● permanent or fluctuating;

● mild, moderate, severe or profound;

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4 ● congenital or acquired at any stage after birth.

77+6 Deafness can affect:

11– 0 ● language development, social and emotional development and academic

progress;

23+3 ● the development of spoken language, if it prevents a child hearing the speech

58- 9 used by others or if the child receives incomplete or distorted information.

42+2
Most children with significant degrees of deafness benefit from the consistent
and effective use of hearing aids. Some deaf children use British Sign

+2 Language as their preferred language. Others may use sign communication

72 to support their spoken language. In general, the more severe or profound

the hearing loss, the more obvious the effects of deafness and the greater
332+4 the need for carefully targeted support from teachers with relevant

2×2 specialist knowledge.

It is important to understand that there is no direct correlation

1 7 + ×2 between deafness and intelligence. The normal range of

intelligence is observed amongst deaf pupils and

199×2 therefore teachers should maintain high expectations.

18×2
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GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS 2+3
18-7
How do pupils with hearing 12×2
1 2
impairments learn 3+
mathematics differently? 2–1
33+5
Numbers and the number system
Pupils with hearing impairments: 66÷3
● may have missed early language opportunities that are 7×3
important to develop their understanding of mathematical
concepts. 41+3
Some pupils may have missed early number rhymes, fixed counting sequences
such as counting the stairs up to bed, and the incidental use of number, such
19-5
as house numbers, ages and birthdays. The language opportunities that have
2–3
×2
been missed form an essential part of pupils’ early mathematical development;
it is essential that similar practical experiences are provided to allow pupils to
develop their early understanding of number in a real-life context. Teaching 1 3
strategies that emphasise conversation-based, oral, interactive learning are
good for linguistic development.
42– 0
● may rely on the support of signing systems for counting.
12+2

192×
It is essential to use the pupil’s own number-signing system, rather than a
standardised signing system. Hearing pupils tend to use their fingers as
4
77+6
objects when counting, so if they count a set of elephants, their fingers
represent the elephants. Pupils with hearing impairments use their fingers to
represent number words, one, two, three, and so on, in British Sign Language.
11– 0
23+3
58- 9
42+2
+2
● may need to target specific vocabulary to support 72
mathematical concepts.
It is important to identify the vocabulary level of pupils and to ensure that if
332+4
modification to the vocabulary is required, it does not adversely affect the 2×2
level of mathematics being taught. New vocabulary needs to be linked to an
activity that is based in real-life practical experiences which are appropriate to
1 7 + ×2
the pupil. It may also be useful to introduce a personal vocabulary booklet,
which contains lists of new mathematical vocabulary. This can be used in a 199×2
pre-lesson tutorial or to support homework activities as well as for general use
within the mathematics lesson. 18×2
3 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS
18-7
12×2 ● may have reduced access to incidental learning.

1 2 A great deal of learning takes place within the mental/oral session as a result

3+ of the comments made by pupils to one another and in their response to the
teaching. Pupils with hearing impairments may miss out on incidental learning
2– 6 as they will be unable to listen in to the comments and discussions of their

33+5 peers. This will have an effect not only on their grasp of mathematical
concepts, but also on their ability to express their own ideas.

66÷3
It is essential to consider ways of providing access for hearing impaired
pupils to all of the information being shared within the teaching situation.

7×3 Pupils need to be encouraged to present their comments visually as well as

orally, and key points need to be summarised on a board or flipchart.

41+5 A structured approach to peer partnerships for joint working can also allow

19-5 pupils to have easier access to informal conversations. One-to-one

relationships can be encouraged for pupils to share their thinking during

2–3 oral/mental sessions.

3 ×2
1 Calculations
42– 0 Pupils with hearing impairments:

12+2 ● may need thinking time to process questions prior to working

out calculations.

192×
If pupils need the support of sign language, time will need to be given for
4 translation of the calculation into sign language. Teachers should take
advantage of the visual element of mathematics to illustrate the calculation
77+6 and to consolidate meaning at the same time. At times it may be necessary to
support small groups directly in addition to whole-class teaching.
11– 0 ● need to have opportunities to make structured mistakes in the

23+3 mental/oral session.

58- 9 Often the situation in which we teach pupils with hearing impairments results
in a fairly safe environment where pupils are led through a task step by step,

42+2 with mistakes occurring infrequently. Pupils do need a positive environment in

which to learn, but they also need experiences of responding to the use of
+3
72
negatives in speech. There are a range of language experiences the pupils
need to be exposed to

332+4 through questioning and

discussion around mistakes
2×2 in calculations. The greater
exposure hearing impaired

1 7 + ×2 pupils have to these

discussions (supported by

199×7 visual representations) the

better their understanding.

18×2
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GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS 2+3
18-7
● may find it very difficult to concentrate for long periods, 12×2
especially involving new teaching.
1 2
Pupils may need a range of relevant activities to consolidate new
mathematical skills when the initial teaching of a new operation relies heavily 3+
on oral explanations. 2–1
When teaching a new operation it is important to: 33+5
– communicate clear objectives for the lesson;

66÷3
– modify the relevant language without simplifying the mathematical skills
involved;
– allow pupils to demonstrate their calculations visually as well as talking
about them.
7×3
New teaching needs to be carefully scaffolded to ensure that the oral 41+3
teaching input is supported, allowing pupils to carry out the associated 19-5
activities.
2–3
×2
A typical scaffold might include:
– a list of key words (supported by signs and/or symbols);
– visual support (clear and uncluttered); 1 3
– colour-coded operations; 42– 0
– clear modelling of the layout of calculations.
12+2
Careful attention needs to be given to the mathematical language.

192×
4
Solving problems
77+6
Pupils with hearing impairments:

● may be unaware of the overall mathematics target they are 11– 0

working towards when they are solving a mathematics problem.
As they begin the activity it might be helpful to write the objectives of the
23+3
lesson on the board. It is also useful to have an overview of the lesson outline, 58- 3
in order that pupils with hearing impairments can plan their approach and
timing as they begin the activity. 42+2
+2
72
● may proceed too quickly towards solving a problem without
pausing to think about it or to develop a coherent plan.
As pupils with hearing impairments find it hard to access some parts of the
direct teaching, they may feel inclined to embark on a mathematics problem
332+4
impulsively. 2×2
×3
In class they may:
– rush their work;
1 7 +
– be unable to attend to or identify relevant features or information when
given a task;
199×2
– find it difficult to analyse a problem carefully.
18×6
5 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS
18-7
12×2 To overcome these difficulties, it is important to encourage pupils to:

1 2 – set their own problems;

3+ – draw a representation of the problem, considering all possible data;

– help pupils to explain verbally or in sign how to solve the problem;
2–1 – make predictions;
33+5 – discuss/draw or sign all the options;
– give explanations visually instead of orally;

66÷3 – consider trial and improvement.

7×3
Teachers should take advantage of the visual element of the mathematics to
illustrate and consolidate meaning. The use of number lines, displays or

41+3 flashcards can be beneficial. It may be necessary to pre-tutor pupils to

prepare them for different types of questions used in problem-solving.
19-5
2–3
3 ×2
1
42– 0
12+2

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4
77+6
11– 0
23+3
58- 9
42+2
+2
72
332+4
2×2
1 7 + ×2 ● may need enhanced opportunities to think for themselves.
It is important to develop the thinking skills of pupils with hearing impairments

199×2 in order that they do not rely solely on rote memory. The content of problems
should not be impeded by unnecessarily complex language. Pupils need a

18×2 variety of ways to demonstrate their understanding.

0+2 6
GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS 2+3
18-7
Measures, shape and space 12×2
1 2
3+
Pupils with hearing impairments:

● may find the language used to compare measures difficult.

When comparing the height and length of objects, pupils will often be able to 2–1
describe an item as being short or tall or long. They will, however, find it more
difficult to use the terms shorter, longer and taller with confidence. A positive
33+5
way to overcome this difficulty is to make a link to music. Long and short time
values of music may be used to help give an idea of the contrast in length.
66÷3
7×3
41+3
short short long long 19-5
2–3
×2
● may need to continue to support all new skill-learning with
practical situations.
The language experience that pupils have had will be very different, and it is 1 3
essential that independent activities are developed to fill some of the gaps in
early mathematical understanding. Pupils will continue to need practical
42– 0
experiences using different weights and measures. These will provide ideal 12+2
opportunities to develop skills around the questions ‘what if …?’ and ‘why …?’.

192×
These are areas of language that pupils with hearing impairments often mix up, 4
and yet which can – when understood – support further mathematical thinking.
77+6
11– 0
Handling data
23+3
Pupils with hearing impairments:
58- 9
● may find it useful to develop some
skills in the reading and 42+2
interpretation of mathematical
+2
language before they try to deal with
the complexity of the language in a 72
mathematical context. 332+4
2×2
Large non-fiction books used in the Literacy
Hour are a useful way to teach the language

×
of data-handling to pupils prior to whole-class

7 + 2
number work. Language needs to be targeted
and then pre-taught in order to prepare pupils 1
for new mathematical topics. 199×2
18×2
7 0+2
2+3 GUIDANCE TO SUPPORT PUPILS WITH HEARING IMPAIRMENTS
18-7
12×2 References
1 2 Organisations

3+ British Association of Teachers of the

Deaf (BATOD)
National Grid for Learning (NGfL)
The SEN Inclusion website on the National Grid

2–1 21 The Haystacks

High Wycombe
for Learning provides an interactive on-line
catalogue of teaching materials and sources of
33+5 Buckinghamshire information for mainstream teachers who have
HP13 6PY pupils with special educational needs in their

66÷3
Tel: 01494 464190 class. This is a rich source of information on
Website: www.batod.org.uk teaching resources, which may help the deaf
E-mail: secretary@batod.org.uk pupil in your class.

7×3 British Deaf Association

Website: www.inclusion.ngfl.gov.uk

The Royal National Institute for Deaf

41+3
1–3 Worship Street
London People (RNID)

19-5 EC2 2AB

National Deaf Children’s Society

19–23 Featherstone Street
London
EC1Y 8SL

2–3
(NDCS)
Tel: 020 7296 8000
15 Dufferin Street

×2
Website: www.rnid.org.uk
London

1 3 EC1Y 8UR
Tel: 020 7490 8656
E-mail: informationline@rnid.org.uk

42– 0 Website: www.ndcs.org.uk

12+2

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Copies of this documet can be obtained from:
DfES Publications
Tel 0845 60 222 60

332+4 Fax 0845 60 333 60

Textphone 0845 60 555 60
e-mail dfes@prolog.uk.com

2×2 Ref: DfES 0514/2001

© Crown copyright 2001
Produced by the Department for Education and Skills

×2 Extracts from this material may be reproduced

+
PRINTED BY THE COLOUR WORKS, LONDON

for non-commercial or training purposes

1 7 on condition that the source is acknowledged.

www.standards.dfes.gov.uk

199×2 www.dfes.gov.uk

18×2 INVESTOR IN PEOPLE

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