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​​​When working with students who are deaf or hard of hearing, teachers might notice that the students may struggle to hear in the presence of background noise even while wearing hearing aids and cochlear implants. Hearing Assistive Technologies (e.g. FM/digital wireless and audio distribution systems) are a means of addressing this issue.

The use of wireless technology provides a multitude of benefits to students with and without hearing loss, as well as to teachers, but mastering the use of this technology takes some understanding and practice. These systems come in many forms and may include classroom audio distribution systems (CADS) and soundfield systems that are similar to PA systems in that they provide amplification in sound and a boost for everyone, as well as personal systems coupled to hearing aids and cochlear implants.

Teachers may be expected to balance the use of multiple systems and microphones within a single classroom. The classroom may be equipped with a sound field system that provides benefits to all listeners. At the same time, one or more students may be outfitted with personal systems fit to their hearing aids or cochlear implants. These systems may require the use of different microphones and the benefits will only be apparent to the students wearing the equipment.

What are the benefits of FM & other wireless systems?

If a classroom is equipped with a soundfield or CADS system, there is an improved signal to noise ratio for everyone listening. Basically, it becomes easier to hear the person who is talking over all of the background noise. This is much like the use of a PA system and microphone in a noisy gym during an assembly. Without the microphone, hearing the speaker in the back of the room would be nearly impossible. The use of the microphone, however, makes it quite easy for everyone to hear the speaker. In much the same way, a CADS or soundfield system makes it easier for all students in the classroom to hear over the noise coming from classmates, squeaky chairs, and loud ventilation systems. Additionally, teachers experience benefits in the form of reduced vocal strain and a decrease in need for repetitions.

The benefits of personal FM systems, though not as widespread throughout the class, are often even greater for children with hearing loss. Personal FM systems cannot be heard by every listener in the room. Rather, they send signals directly from the teacher's microphone and transmitter directly to the student's receiver, which is typically attached to either a hearing aid or cochlear implant. Personal FM systems act as a means of reducing the speaker to listener distance, thus improving the signal-to-noise ratio. In effect, they act as though the speaker's mouth is within inches of the listener's ear. This makes it much easier for the student to hear the signal over background noise.

Essentially, these systems improve classroom acoustic environments by improving signal to noise ratios. Hearing aids and cochlear implants help children who are deaf and hard of hearing to hear. FM & other wireless systems help them sort through all of the noise to focus on the key signal where their attention should be directed. They make it easier for children to hear what they are supposed to hear in the midst of classroom chaos and noise.

When should FM & other wireless systems be used?

An easy answer to this question is that the system/s should be used any time a student is supposed to listen to and attend to one speaker. In classrooms with younger students, this might include large group activities such as circle time or story time. In classrooms with older students, this might include lectures.

A key point to remember when using these systems in the classroom is that the teacher does not need to be "the keeper of the microphone." Students need access to spoken language from a variety of sources. In classrooms where the teacher is the primary speaker, it is appropriate for the teacher to wear the microphone the majority of the time. If, however, students are breaking off into small groups or participating in class discussions, the teacher must share the microphone with the other speakers. Passing the microphone from one person to another not only helps children to hear the person who is talking, it also helps direct their attention to the source of the sound so they can follow conversations more successfully.

When should FM & other wireless systems NOT be used?

Equally important to the understanding of when to use the microphone is developing an understanding of when NOT to use it. It would be easy for a teacher to get into the habit of switching on a microphone in the morning and switching it off at the end of the day. While this might seem like a great habit and it may work well for large group lessons, it places the child in the position of overhearing everything the teacher says throughout the entire day.

In preschool and early elementary classrooms, the system should probably not be used during independent play and center times, unless the teacher who is wearing the microphone is playing directly with the child wearing the system and no other children are also synched or connected to the same channel or network. Alternatives to this model may be discussed with educational audiologists if multiple transmitters are available for use in classrooms with more than one student with hearing loss. If one child is reading a book and another child is playing in the kitchen area, it is not likely that they both need to hear the same message. In classrooms with older students, the system should probably not be used during independent work times when the teacher circulates and provides one-on-one or small group help, unless the teacher is talking directly to the child wearing the system. Basically, the system should not be used during any time when the teacher does not want the student with hearing loss to hear everything he or she is saying.

How is effective device use managed?

With a little bit of planning and practice, quality system use can be established in all classrooms. Teachers may choose to start by breaking down their routines and identifying the times when they are the key speakers and they want students to hear everything they say. These are ideal times to start implementing FM & other wireless system use. They might next identify times when they share the role of primary speaker with another adult or the other students in the classroom. These are great times to practice sharing the responsibility for device use by passing the microphone to each person who takes a turn speaking. Finally, teachers can look at the remainder of their schedules and identify how to manage the system during small group and independent work times. During some of these times, if there is not a primary speaker, it may be appropriate to mute the system or turn it off. Including notes and reminders in lesson plans can help teachers to get started on integrating quality device use into their everyday routines.

Need more information?

For a summary of this article, please see:
Using Hearing Assistance Technology (HAT) in the Classroom.

For information about how to manage HAT use in classrooms with younger students, please see:
Guidelines for Appropriate Use in Classrooms with Younger Students.

For information about how to manage FM use in classrooms with older students, please see:
Guidelines for Appropriate Use in Classrooms with Older Students.

If you are interested in information about how to incorporate FM use at home, please see:
Home Use of HAT.

References

Bess, F. H., & Humes, L.E. (2003). Audiology: The fundamentals (3rd ed.). Baltimore: Lippencott Williams & Wilkins.

Cole, E.B., & Flexer, C. (2007). Children with hearing loss: Developing listening and talking: Birth to six. San Diego: Plural Publishing Inc.

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Using Hearing Assistive Technologies in the Classroom: Why, When and How?

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​​​When working with students who are deaf or hard of hearing, teachers might notice that the students may struggle to hear in the presence of background noise even while wearing hearing aids and cochlear implants. Hearing Assistive Technologies (e.g. FM/digital wireless and audio distribution systems) are a means of addressing this issue.

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Computer proficiency is expected for a variety of tasks, and by using adaptive software, such as screen-readers, which translate the contents of the screen into speech or refreshable braille while enabling the user to control the computer with keyboard commands or touchscreen gestures, standard computers can be made much more accessible. Accessing books and other printed materials in accessible formats like doc, rtf or daisy also can be done using braille-related technology or magnifying equipment, some of which are portable.

Screen-reading Software

Uses synthetic speech to read aloud the content that appears on a computer screen.

Compatible with most programs and features for PC operating systems.

Available as an add-on for PCs running Linux or Windows, while Mac computers typically run a built-in screen-reading function.

Examples of screen-reading software include JAWS and WindowEyes for PC, VoiceOver for Mac and Orca for certain distributions of Linux.

Magnification Software

Works similarly to a high-powered magnifying glass moving over a page. They can magnify all screen items by following the mouse cursor or keyboard.

Compatible with most Windows operating systems. Mac computers have a built-in magnification function.

It is possible to use screen magnification software in conjunction with a screen reader for individuals who need both types of technology.

Examples of screen-magnification programs include ZoomText and Magic.

Some low-vision individuals might be able to benefit from larger monitors and internal features that enlarge font, increase contrast or otherwise modify computer functions.

However, those features are not adequate for many low-vision Individuals and additional magnification software is necessary.

Dictation Software

These programs often utilize standard QWERTY keyboards, but other modified accessories can be used as well.

Individuals who are blind or have low vision usually learn to touch-type, but if a blind individual has an additional disability that affects typing proficiency, the individual may be interested in trying dictation software.

It will be important to research the compatibility of any dictation software with the screen reader of choice prior to making a purchase.

Writing Braille and Using Braille Embossers

Writing braille by hand with a slate and stylus is portable and most appropriate for shorter notes.

Individuals can also type braille manually with Perkins braillewriters although they are not as portable.

Can convert electronic text into a braille hard copy by sending computer files to a braille embosser, which is the braille equivalent to an ink printer.

Braille embossers typically require heavyweight paper and utilize more pages than print.

Embossing contracted braille requires the use of a braille translation software programs.

Refreshable Braille Displays

Operates by raising and lowering combinations of pins to create braille characters.

Allows individuals to both read and write braille quietly and save files.

Portable and are usually able to interface with a computer and/or connect to the internet.

Optical Character Recognition (OCR) Systems

Involves scanning a printed document into a computer and converting the picture image into text characters and words, which screen readers and braille embossers can recognize.

If a pre-scanned electronic image is already available (e.g., if you have a PDF file), OCR systems can convert it into text without scanning a hard copy.

This content can be read using synthesized speech, screen enlargers, and braille embossers.

When choosing an OCR system, be sure it does the following:

Recognizes a wide variety of typed/printed documents.

Retains the layout of the original text.

Copes well with columns, various paper sizes, and horizontally formatted documents.

Supports different types of scanners.

Comes with ongoing technical support and documentation in an accessible format.

Features an accessible interface.

Video Magnifiers or Closed-Circuit Televisions (CCTVs)

Uses a stand-mounted or handheld video camera to transfer a magnified image onto a TV screen or other monitor.

Cameras with zoom lenses provide variable levels of magnification.

CCTVs with stand-mounted cameras are particularly effective for handwriting because there is room for a hand to fit under the camera.

Some newer CCTVs also have OCR technology and are able to read text aloud.

Note that eye fatigue and other physical problems can result from prolonged use.

Portable Magnifiers

There are also video magnifiers with handheld cameras, which are portable and useful for practical things like reading signs and labels on the go.

Head-mounted displays (HMD) also offer portability and new ways of viewing the magnified images.

Portable notetakers are small information management devices. They have braille or QWERTY keyboards for input and a synthesized voice and/or braille display for output.

Braille notetakers and other devices with refreshable braille displays can also be use to read materials.

Portable book readers allow individuals to access specially coded files via speech.

Accessible GPS devices or smart phone apps can provide turn-by-turn voice instructions

There are many apps for smart-phones and tablets that serve similar purposes to the hardware and software listed including GPS, OCR and audiobook players.

These range in price and might require a subscription or application approval.

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Assistive Technology for Blind or Low Vision Participants

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What technology is preferred or needed depends on previous training or the type and amount of visual content that is being accessed. Computer proficiency is expected for a variety of tasks, and by using adaptive software, such as audio screen-readers, standard computers can be made much more accessible.

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Hearing Assistive Technology - Hearing Loss Association of America

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Hearing assistive technology (HAT) includes a variety of devices, tools, software and equipment that can help you better understand speech, music and other sounds, so you can more fully participate in different areas of life.

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Hearing Loss Simulator - Find Out What Hearing Loss is Like

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The Starkey hearing loss simulator lets you experience sound as if you had a hearing loss. Gain an understanding of what it's like to have hearing problems.

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See through the eyes of someone affected by vision impairments using our Vision Loss Simulator. Give it a try in virtual reality using your phone

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Great resource for VI AT, VI apps, vendors, etc.

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Teaching Students with Visual Impairments

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Assistive Technology for Students who are Blind or Visually Impaired

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There are a wide variety of assistive technology devices that a student may need in order to access the curriculum. This page has a list of possible assistive technology unique to students with visual impairments.

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AT for individuals who are deaf or hard of hearing

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AT for individuals who are deaf or hard of hearing

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Great resource for anything having to do with deaf culture

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laurent clerc national deaf education center

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Assistive Technologies for Individuals Who are Deaf or Hard of Hearing

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There are many devices and systems available to assist individuals who are deaf or hard of hearing in accessing the environment.