The first time I taught Primary two of my students could not hear. Although they were four years old, one had only been recently diagnosed. He knew only four words, all of which were in sign language. How could I teach the gospel to a child who knew only four words: Mommy, Daddy, eat and drink? Many years later, I taught a child the same age who heard perfectly, but could not speak at all and understood very few words. Could I teach her the gospel?
It would have been easiest to simply welcome them to my class, love them dearly and not worry about what they learned. Welcoming and loving them was easy, but I really wanted them to learn the gospel too, at least to some extent. In fact, I wanted them to learn as much as I could possibly teach them. One on one, we might have made more progress, but I knew these children needed to be with their peers, the children who would be their LDS friends for years to come. Could I reach them while continuing to teach the others?
The plans I made were based on my belief that every child, even one who does not hear or understand the lesson, can feel the spirit. Every child can take something from every lesson, even if it isn't as much as other children take away. Finally, it was based on my desire to make every child feel loved and wanted. With these goals in mind, I have used some of these methods to teach
children who cannot hear, speak or understand:
1. Decide what you want the child to learn. If the child has intellectual challenges, he may only take away one small fact. If so, choose that fact carefully. I once set a goal for a child with intellectual challenges to learn to point out the Savior in pictures. This took several months. We were studying the New Testament and it was her job to show us where he was in the pictures
each week. After that, my goal was to have her be able to tell me who the prophet was when I pointed to his picture and asked who he was. Although she never learned his name, after she started talking, she would respond to the question by singing the chorus of "Follow the Prophet." I accepted this as proof that she knew he was the prophet, even though she did not know what a
prophet was. In a year and a half, she learned only two gospel items, but she had learned, and I was pleased.
2. Use as many senses as possible. Children with language and hearing challenges may need to learn in ways that do not involve speech. If you are teaching tithing, bring in real money and let the children practice counting out ten percent. If you are teaching about God's creations, bring real flowers. A toy fish, a picture of a lion and a recording of a bird song (if a child can hear) bring animal lessons to life. Act out emotions. Make a gift instead of talking about giving. The more ways a child experiences the lesson, the better he will understand. This will benefit all your students, not just the child who inspired it.
3. Even if you must give more detailed information to other students, make an effort to teach the basics in simple language. Repeat a simple sentence again and again, and ask the children to repeat it with you. If you are using sign language, or if the child doesn't understand because he speaks another language, teach the children the most important concept in a simple sentence using that language. Younger children can learn to read a sentence containing the key fact. This allows you to repeat the material a number of times while teaching all the children.
4. Learn to communicate with the child. If he signs or speaks Spanish, learn something of these languages. If he does not speak, find out how he does communicate his feelings and needs, and how you should communicate with him. His parents will be thrilled to teach you. Many children who neither speak nor comprehend are very sensitive to moods and body language. A hug and a smile are as important as any other gospel principle you can teach, because you are teaching him that church is a place he is loved and wanted.
5. Spend enough time with the child that you can understand him. If he doesn't speak clearly or communicates non-verbally, visit his home, invite him to yours, and sit with him at church functions. Talk to him often so you can understand him.
6. If you are uncomfortable, learn more and, again, spend time with him. The more time you spend, the more your love will grow. Pay special attention to what the child can do, and the goodness inside. Respect is an important part of your love for this child.
7. Use child-first language. Refer to him as a child with cerebral palsy, for example, rather than a CP. Think of him first as a child with all the normal feelings of childhood. The disability is just one part of him, and not the part that matters eternally. Avoid saying or believing he suffers from his disability. He has a hearing loss; he doesn't suffer from a hearing loss.
8. Don't leave the child out. Even if he can't talk, invite him to give the prayer. He can stand in front of the room, and you can say the prayer. My students didn't allow me to skip our four-year-old non-talker when I asked questions. They insisted I ask her questions even if I answered them myself. When she learned to say yes, I simply phrased all her questions so yes was the correct answer. These methods are easy to do once you get used to them: "Caleb, what is it called when we talk to Heavenly Father? Is it called prayer? It is, isn't it!"
Signing Time! Gift Set, Vols. 1-3
