Primary classroom resources

Explore free, practical tools and everyday strategies designed to help Australian primary educators build truly inclusive learning environments for deaf and hard of hearing students. No sign-ups or downloads required—just straightforward ideas you can use today.

Day one inclusive habits

Teachers can support deaf and hard of hearing students through simple adjustments to the classroom environment. When giving instructions, face the student and avoid speaking while turned towards the whiteboard or moving around the room, as clear visual access to the teacher can support communication and understanding. Classroom acoustics should also be considered by reducing unnecessary background noise, closing doors to noisy corridors where appropriate, and providing seating that supports a clear line of sight to the teacher. These adjustments can reduce communication barriers and improve students’ access to classroom instruction.

Research into classroom acoustics has shown that background noise, reverberation and distance from the speaker can affect children's ability to access spoken information. These environmental factors are particularly important when considering the needs of deaf and hard of hearing students (Mealings et al., 2015; Iglehart, 2020).

Visual supports and aids

Spoken instructions are only one part of effective communication in busy primary classrooms. Reinforce verbal information with visual schedules, task breakdown cards, written instructions, and key vocabulary displayed on the board. Providing important information in both spoken and visual formats gives students multiple ways to access classroom content and can reduce communication barriers when background noise, distance, or other factors make spoken information difficult to access.

Providing information visually can complement spoken instruction and improve access to important classroom content. Visual information may include written instructions, key vocabulary, classroom schedules, demonstrations and captioned media (Deaf Children Australia, 2025).

Auslan and social inclusion

Fast-paced conversations during playground activities and group work can create communication barriers for some deaf and hard of hearing students. Where appropriate to the individual student’s communication preferences, introducing peers to simple Auslan signs for greetings, feelings, and common classroom interactions can provide another way to communicate and encourage inclusive peer relationships. Clear group-work expectations, visual cues, and turn-taking strategies can also make conversations easier to follow and support students to participate confidently in social and collaborative activities

Communication needs and preferences vary between students. Strategies such as Auslan, visual communication, clear turn-taking and peer deaf awareness should therefore be considered in consultation with the individual student and their support network (Deaf Children Australia, 2025).

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Every student is different.

 Deaf and hard of hearing students may use different communication methods and hearing technologies and have different classroom needs. Work with the student, their family and relevant support staff to identify adjustments that support their individual communication preferences and access to learning..