Educators must adapt to reach young pupils who are deaf, in their own [technology] zone, according to an educator who teaches in spoken English.
Children who are deaf also need book-reading, art-work and excursions in their learning mix. These activities create openings for chats with the children, during which the child can learn what new words mean.
Interestingly, the educator affirms the need to build incidental learning into exchanges with the children, to ensure gaps in their knowledge are filled.
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