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Participation in Assemblies

“Do my bangs look okay? I want them to look like my sister’s.” My seven-year-old student smoothed her curly hair to the side as she twirled, a look of anticipation in her eyes.  I’m gonna look at you when I’m on the stage!” she called over her shoulder to me as she ran to return to her classmates. Across the crowded auditorium, her older sister gave me a guarded smile and a small wave. It is the dress rehearsal for their elementary school’s all-school concert. True to her nature, the younger sister eagerly awaited her turn to perform in front of an audience, confidence bursting from her small frame. Her sister, older, more guarded, and more aware of the impending challenge of playing the musical bells with her class, demonstrated poise and calm that separated her from her giggly, whispering peers. 

While both girls do well in school and are in classrooms with teachers who willingly work with me to modify curriculum and instruction, school events such as the all-school concert require some additional thought and planning. After meeting with both teachers and receiving a copy of the program for the concert, I attended the dress rehearsal to assist in ironing out technical issues that could affect my students’ access to information presented during the performances. Both girls use personal FM systems, which needed to be “synced” to one FM transmitter. This transmitter was then  attached to the main microphone on the stage, allowing the girls to access the spoken aspects of the performances. The girls’ classes were the first to arrive at the assembly, a strategic plan so that they could sit in the front and speechread in order to help follow along during the rehearsal. Additionally, both girls would have a turn performing with their classes, so we needed to think about their positioning on stage

Below are strategies we used to ensure that
both girls were included and comfortable on stage and their needs were met without
interfering with the flow of the program. After the dress rehearsal, the
performance went flawlessly the following night!

  •  Find out who will be leading the
    performance. Sometimes an adult, such as a music teacher or principal,
    introduces each class. Other times, students have this responsibility. Support
    the student with hearing loss in communicating specific needs to the person(s)
    in charge. This might include explaining the importance of speaking clearly
    into the microphone and making their face visible for speechreading.
  • Get copies of scripts, song
    lyrics and other spoken information ahead of time. The student with hearing
    loss can read over plays or skits before the actual performance in order to
    follow easier. Reading the entire script and discussing the plot can help the
    student with hearing loss understand his or her role in the performance. In the
    case of my students described above, we got copies of what each class planned
    to perform so that my students were able to preview the entire concert.
  •   When more than one student with
    hearing loss will be in the audience, on stage, or both, determine ahead of
    time which transmitter will be used on stage. Ensure that the students arrive
    with enough time to sync them to the designated transmitter.
  •   When students with hearing loss
    are performing, provide them with copies of the program ahead of time so they
    know the order of performances as well as any intermissions, introductions and
    cues for entrances or exits. We wrote such information on the girls’ actual
    program. Sometimes an adult backstage can be designated to cue students.
  •  Be sure the student with hearing
    loss knows what will be expected in terms of singing, acting or playing
    instruments. We often go over songs or lines for a play together to be sure my
    students are able to pronounce all of the words and understand the meaning of
    the songs or text.
  •   When students are in a play and
    need to hear their peers, work with teachers to set up staging that allows for
    the student with hearing loss to access peers visually and auditorily. For
    example, the speaker should be close to and able to face the student with
    hearing loss rather than positioned far across the stage. With planning, this
    staging can be done in a way that does not draw extra attention to the student
    with hearing loss.
  • Work with all students to
    understand the importance of speaking and singing loudly and clearly. This will
    help not only the student with hearing loss, but the whole audience!

How do you help your students
participate in all school performances?


Hear Me Out

The Hear Me Out blog provides unique resources for students who are deaf or hard of hearing. It's a forum for itinerant teachers of the deaf to share their experiences as they grow as professionals! It is produced by Clarke's Mainstream Services team as part of our mission to support children with hearing loss and the professionals who serve them.

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About the Hear Me Out Blog

Itinerant teachers of the deaf (TOD) provide direct services to children with hearing loss in mainstream schools, consultation to their teachers, and professional development to school staff. Itinerant TODs travel to a child’s neighborhood school to provide one-on-one educational support, foster listening and spoken language development, and help children build social and self-advocacy skills. They also act as a liaison between the family and their mainstream school. Hear Me Out provides a unique forum for these special teachers to share their experiences as they grow as professionals.

Hear Me Out is produced by Mainstream Services at Clarke Schools for Hearing and Speech as part of our mission to support children with hearing loss and the professionals who serve them.

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Hear Me Out Blog

About the Author

Heather Stinson (CAGS, MED, S/LP-A) received her master’s degree in Education of the Deaf from Smith College in 2006 and a graduate certificate in Children, Families, and Schools (with a concentration in research methodology) from the University of Massachusetts in 2012. In addition to her many years of experience working with children with hearing loss who communicate using listening and spoken language, Heather has also worked as a preschool classroom teacher.

Heather has presented both locally and nationally on issues related to mainstreaming students with hearing loss and is a contributing author to Odyssey magazine. Heather currently works as an itinerant teacher of the deaf and hard of hearing at Clarke Mainstream Services, a program of Clarke Schools for Hearing and Speech.

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