Lorraine Rojas

Learner Profile

I have a deaf student, and his name is John. He's the sweetest kid you'll ever meet and it's unfortunate he has this condition. John doesn't ask for much, but to help him know he isn't alone, I've taken the time to learn sign language to help him learn and grow in our class.

  • Academic Abilities: John is very smart, and is ready to always participate in our classroom projects or group activities.
  • Cognitive Function: When John has a question, he struggles communicating his question from his brain to his hands. He doesn't know how to just talk normally with is hands. He's too concerned about making sure I understand his question, and this is why I've picked up sign. This has turned his focus on frustration of interpreting to being completely comfortable.
  • Socioeconomic Background: John's family is deaf, and they live in deaf community, so for John to be in a public school is hard for him. I've suggested John to work with an interpreter to help all day in school; but assured everyone to look at John when speaking to him. Never his interpreter.

Working Environment

John is only six years old, and it's already been a tough journey in the education world. Public schools are high in populations, this is why I've spoken to John's parents and my principle about John having lunch in the cafeteria with other hard of hearing students, and giving John more quiet time to help him adjust and settle any anxiety he may have. This will give him more concentration, and help him focus entirely on his studies.

Plan of Action

I've brought in American Sign Language to my lesson plans, to help my students learn and be aware of John's condition. I want John to get more social skills, and I want him to have friends and be comfortable in my class. This is why it would be important for my students to be able to communicate with him in his own language. In the mean time, having an interpreter will help him teach us what he's trying to say. I've firmly told all my students to look at John when speaking to him, and never look at his interpreter except when he's translating.

We will all speak naturally, and a slower pace than we're used too to John to help him understand us. I will never single them out by starting them on the assignment first, and then lecturing my students on the lesson. I will include him at the same time, and always speak at a pace he can understand me.

If there is anything he missed, and needs help with after school I will hold a parent-teacher conference about having after school tutoring sessions to make sure he doesn't fall behind in school.


Downs, Sharon M.S, Owen, Christy M. Ed., Vammen, Anna N. M.A. (2000) Make a Difference: Tips for Teaching Students Who Are Deaf or Hard of Hearing. University of Tennessee and the Interpreter Education Program at the University of Arkansas at Little Rock.

Hall, G.E., Quinn, L.F., & Gollnick, D.M. (2014). Introduction to Teaching: Making a Difference in Student Learning. Los Angeles: Sage Publishing.