Mental Health and Psychosocial Support Guidelines for Deaf and Hard of Hearing Children in the Gaza Strip
Scherer, N., & Hussein, R. (2023).
1-50.
This guideline provides recommendations for teachers to support children and adolescents with hearing loss in the Gaza Strip.
Christian Blind Mission Eastern Mediterranean Programme (Jordan); Federal Ministry for Economic Cooperation and Development (Germany); The London School of Hygiene & Tropical Medicine (United Kingdom); The International Centre for Evidence in Disability (United Kingdom); Atfaluna Society for Deaf Children (Palestine)
To promote the mental health and well-being of deaf and hard of hearing students in the classroom:<br />
<ul>
<li>build positive Deaf identity (e.g., allow deaf and hard of hearing students to express their Deaf identity);</li>
<li>build inclusion and friendship (e.g., have a "hearing buddy" who can help children integrate with new friends and the rest of the class); </li>
<li>build self-esteem (e.g., give deaf and hard of hearing students responsibilities in order to foster feelings of success and confidence);</li>
<li>build resilience (e.g., encourage problem-solving skills);</li>
<li>teach emotional literacy (e.g., talk about basic emotions and use pictures matched to each feeling);</li>
<li>promote positive behavior (e.g., provide clear expectations and identify and resolve challenges); and</li>
<li>promote good physical health (e.g., include deaf and hard of hearing children in activities).</li>
</ul>
Considerations to support deaf and hard of hearing children include:<br />
<ul>
<li>appropriate sensitivity training for teachers to address stigma and create a welcoming environment;</li>
<li>training in communication needs (e.g., speak clearly, use physical gestures and facial expressions, face the child, repeat and rephrase as needed, have children speak one at a time, ensure good lighting, and establish two-way communication);</li>
<li>environmental adaptations (e.g., seat children in a circle to improve visual contact and keep the environment quiet by adding soft material to the underside of chairs); and</li>
<li>materials and techniques (e.g., provide written materials to supplement teaching materials, include captioning on videos or films shown in class, and allow extra time on tests or quizzes).</li>
</ul>
Considerations to work with others at school include:<br />
<ul>
<li>coordinate with other teachers and counsellors;</li>
<li>work in partnership with parents (e.g., understand the family context, get parents involved in their child's education, and continue support at home); and</li>
<li>maintain these principles during remote learning.</li>
</ul>
