| Guidelines: | | | | Avoid distraction and disruption completely at the |
| - When writing materials for hearing impaired students: | | | | training place. |
| - Break up long sentences | | | | Adapt as many activities as possible to a visual mode. |
| - Reduce difficult vocabulary load | | | | Use appropriate graphics along with text to make the |
| - If cannot avoid difficult word, include a brief | | | | learning effective. |
| explanation in parentheses; however keep | | | | Consider alternate activities/exercises that can be |
| parenthetical explanations to a minimum | | | | utilized with less difficulty for the student, but has the |
| - When using a pronoun be sure that the antecedent is | | | | same or similar learning objectives. |
| very clear | | | | Whenever possible, allow for direct access to and |
| - Do not omit words such as "that" where such words | | | | manipulation of materials. |
| will clarify a sentence connection | | | | Avoid overly complicated language in exam questions |
| - Use simple coordinating conjunctions (e.g., but, so, for, | | | | and clearly separate items when spacing them on the |
| and) and avoid less common transitional words (e.g., | | | | exam sheet. |
| however, as a consequence, nevertheless, although) | | | | After tests or quizzes, give answers by using the |
| - Keep cause-and-effect expressions in a very simple | | | | overhead projector or in writing. |
| form | | | | Avoid use of abbreviations or idioms, except for the |
| If an important basic or technical word is to be taught: | | | | standard ones. |
| - Make meaning and application absolutely clear | | | | Allow students extra time, as they may have difficulty |
| - For a new term, repeat the word numerous times in | | | | with vocabulary. |
| a variety of contexts | | | | Instructional objects must have self-validation method |
| Certain language forms are generally to be AVOIDED: | | | | and the student should know that he/she has learnt |
| - Passive voice verbs | | | | what he/she ought to learn. |
| - Negative forms of verbs and other expressions of | | | | Use of solved examples from simple to complex. It |
| negation | | | | should be followed by unsolved question if trainee |
| - Colloquial and idiomatic expressions | | | | answer all the question correctly it is validate beyond |
| - Wordiness of sentences | | | | doubt that learning object are achieved. |
| - Use of idioms | | | | |