Competences

a) To establish a relationship based on trust;
b) To create an environment that meets the students’ needs;
c) To ensure that the deaf student is included in the classroom, school community and activities;
d) To collaborate with all the professionals involved (learning support assistant, speech therapist, teacher of the deaf, sign language interpreter, etc.);
e) To ensure that all the professionals working with the child are up to date with the student’s progress;
f) To guide the parents where necessary;
g) To create situations where the students’ peers can be fully part of the inclusive programme.

Knowledge 

a) To identify the needs that students with hearing impairment experience in everyday life, in the classroom and at school;
b) To list the possible modifications that can be done to meet the student’s needs (classroom and school level);
c) To identify the student’s progress to be able to give accurate feedback to the parents and professionals involved;
d) To describe in detail the student’s progress in terms of language, social and behavioural development.

Skills

a) To plan lessons that can be followed by deaf students;
b) To design a simple website or any other computer-mediated type of communication for the student’s transdisciplinary team, including the child’s parents;
c) To write a reflective journal throughout the teaching and learning experience.