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Hearing loss can affect a child's ability to develop speech, language, and social skills.

The earlier that children with hearing loss start getting services, the more likely they are to reach their full potential.

If you think that a child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

What it is

A hearing loss can happen when any part of the ear is not working in the usual way. This includes the outer ear, middle ear, inner ear, hearing (acoustic) nerve, and auditory system.

Signs and symptoms

The signs and symptoms of hearing loss are different for each child. If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

Even if a child has passed a hearing screening before, it is important to look for the following signs.

Signs in babies

Does not startle at loud noises.

Does not turn to the source of a sound after 6 months of age.

Does not say single words, such as "dada" or "mama" by 1 year of age.

Turns head when he or she sees you but not if you only call out his or her name. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Seems to hear some sounds but not others.

Signs in children

Speech is delayed.

Speech is not clear.

Does not follow directions. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.

Often says, "Huh?"

Turns the TV or radio volume up too high.

Babies and children should reach milestones in how they play, learn, communicate, and act.‎

Causes

Hearing loss can happen any time during life-from before birth to adulthood.

The following are some of the things that can increase the chance a child will have hearing loss:

A genetic cause: About 1 out of 2 cases of hearing loss in babies is due to genetic causes. Some babies with a genetic cause for their hearing loss might have family members who also have a hearing loss. About 1 out of 3 babies with genetic hearing loss have a "syndrome." This means they have other conditions in addition to the hearing loss, such as Down syndrome or Usher syndrome.

1 out of 4 cases of hearing loss in babies is due to maternal infections during pregnancy, complications after birth, and head trauma. For example, the child:

Was exposed to infection, such as before birth.

Spent 5 days or more in a hospital neonatal intensive care unit (NICU) or had complications while in the NICU.

Needed a special procedure such as a blood transfusion to treat bad jaundice.

Has head, face or ears shaped or formed in a different way than usual.

Has a condition like a neurological disorder that may be associated with hearing loss.

Had an infection around the brain and spinal cord called meningitis.

Received a bad injury to the head that required a hospital stay.

Prevention

The following are tips for parents to help prevent hearing loss in their children:

Screening and diagnosis

Hearing screening can tell if a child might have hearing loss. Hearing screening is easy and is not painful. In fact, babies are often asleep while being screened. It takes a very short time-usually only a few minutes.

Babies

All babies should have a hearing screening no later than 1 month of age. Most babies have their hearing screened while still in the hospital after birth. If a baby does not pass a hearing screening, it's very important to get a full hearing test as soon as possible, ideally no later than 3 months of age.

Children

Children should have their hearing tested before they enter school or any time there is a concern about the child's hearing. Children who do not pass the hearing screening need to get a full hearing test as soon as possible.

Treatment

No single treatment or intervention is the answer for every person or family. Good treatment plans will include close monitoring, follow-ups, and any changes needed along the way. There are many different types of communication options for children with hearing loss and for their families. Some of these options include:

Learning other ways to communicate, such as sign language.

Technology to help with communication, such as hearing aids and cochlear implants.

Medicine and surgery to correct some types of hearing loss.

Family support services.

Get help!

If you think that your child might have hearing loss, ask the child's doctor for a hearing screening as soon as possible. Don't wait!

If your child does not pass a hearing screening, ask the child's doctor for a full hearing test as soon as possible.

If your child has hearing loss, talk to the child's doctor about treatment and intervention services.

Don't wait!‎

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This page helps parents and caregivers learn more about hearing loss in children.

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hearing loss recommendations and guidelines, guidance resources for providers and professionals

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Learning that your child has hearing loss may leave you with mixed feelings and many questions. Fortunately, there are many programs and services to consider.

Overview

If you are like most parents, after learning of your child's hearing loss you will have mixed feelings and many questions. You may ask:

"At what age should I teach my child language?"

"Is my child old enough for a hearing aid, a cochlear implant, or other assistive device?"

"How do I communicate with my child now?"

"Where do I go for answers?"

This website will give you information about programs and services to help you and your child. These are sometimes called interventions, and might include the following:

Meeting with a professional (or team) who is trained to work with children who have hearing loss, and their families.

Fitting a baby with a hearing device, such as a hearing aid.

Learning about American Sign Language (ASL) and other communication methods.

Joining family support groups.

Other services available to children with hearing loss and their families.

Your family's choice

There are many interventions to consider. Which interventions you choose will guide determine how your family and child communicate, and will enable you to help your child grow and develop to be his or her best.

We believe that the decision-making process belongs to each individual family. This website does not favor any one intervention strategy. Instead, we are providing you balanced information on all interventions so that you and your family can make the decision that is right for you and your child.

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Help families and caregivers of children with hearing loss understand diagnosis and options.

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Definition

Hearing impairment as a disability category is similar to the category of deafness, but it is not the same. The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of 'deafness.'" Thus, knowing the definition of deafness is necessary to understand what sort of disabilities are considered hearing impairments. A hearing loss above 90 decibels is generally considered deafness, which means that a hearing loss below 90 decibels is classified as a hearing impairment.

Common Traits

The National Dissemination Center for Children with Disabilities (NICHCY) explains that hearing loss falls into four subcategories: conductive, sensorineural, mixed and central. These identify the location in the body in which the hearing impairment occurs. Hearing aids and other sound amplifying assistive technologies (AT) often work for students with conductive hearing loss, as their impairments stem from the outer or middle ear. Such does not hold true with sensorineural, mixed and central hearing losses, as these impairments stem from the inner ear, the central nervous system or a combination of the two. Typically, hearing loss is categorized as slight, mild, moderate, severe or profound, depending on how well an individual can hear the frequencies that are commonly associated with speech.

Educational Challenges

Educational obstacles related to hearing impairments stem around communication. A student with a hearing impairment may experience difficulty in:

the subjects of grammar, spelling and vocabulary

taking notes while listening to lectures

participating in classroom discussions

watching educational videos

presenting oral reports

Underscoring the difficulty that students with hearing impairments may have in presenting oral reports are the potential language development problems linked to hearing impairments. Arizona's Department of Education's Parent Information Network notes that, "Since children with hearing impairments are unable to receive some sounds accurately, they often cannot articulate words clearly."

Tips for Teachers and Parents

The National Institute on Deafness and Other Communication Disorders (NIDCD) strongly endorses early intervention. This can limit communication hurdles. Typically, both oral (speech, lip reading and use of residual hearing) and manual (sign language) communication are used with and taught to children with hearing impairments. Voice and articulation training is often recommended to help students learn to form the sounds which they cannot hear.

Designating a note taker can allow a student with a hearing impairment to concentrate fully on listening to a lecture. A combination of traditional communication, lip reading, sign language and assistive technology can compensate for issues which make listening to lectures and participating in class discussions challenging. Children who read lips often need to sit close to the teacher, while those who use sign language may use an interpreter. Turning on captions during a video can reiterate what a student may pick up from his or her amplifying device.

Finally, it's important that parents and teachers don't underestimate a child's intelligence based on a hearing impairment. Arizona's Department of Education's Parent Information Network warns, "For most children with hearing impairments, language acquisition and language development are significantly delayed. As a result, some may incorrectly estimate the child's intelligence as low." Avoid this mistake!

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What is a Hearing Impairment? Special Education Guide

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Hearing impairment as a disability category is similar to the category of deafness, but it is not the same. The official definition of a hearing impairment by the Individuals with Disabilities Education Act (IDEA) is "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of 'deafness.'" Thus, knowing the definition of deafness is necessary to understand what sort of disabilities are considered hearing impairments.

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Find a Chapter - Hearing Loss Association of America

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Get involved with our nationwide network of chapters—you’ll find peers, support and strategies to live well with hearing loss. Search here for a local HLAA Chapter or group in your area and use the scrollbar on the right to see all of your results.

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BRM Mook Badhir School & Speech Therapy Centre

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Children With Hearings Impairment  | Speech Therapy | Hearing Aid Use #speechtherapy #hearingaid

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ViewMedica On-Demand Audiology Patient Education Videos

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Put these ViewMedica videos on your website for patients and potential patients to view at home, use our video apps on computers or tablets to educate in the office, and print colorful brochures to hand to patients.

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The Most Important HEARING AID Video You Will EVER Watch! | What is Real Ear Measurement?

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Establishing a sound foundation for children who are deaf or hard of hearing: Karl White at TEDxUSU

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Here's a statistic that might surprise you: according to the CDC, as many as 15% of school age children have significant hearing loss in at least one ear. Hearing loss in children can vary from mild, where a child might have difficulty hearing over background noise, to severe, rendering a child completely deaf. Students who are deaf/hard of hearing (DHH) face special challenges in the classroom, but given the right accommodations, they can succeed academically. Here's what teachers need to know.

Know the signs of potential hearing loss in kids.

Severe hearing loss is usually identified before a child enters school. However, mild to moderate hearing loss may not be recognized until a child is older. Hearing loss due to injury, illness, or disease can begin later in life too. Teachers should know what signs of hearing loss to look for in their classroom and recommend a hearing screening as needed.

Kids are often reluctant to speak up when they can't hear well, so watch for patterns of behavior including the signs shown above. If a student regularly asks you to repeat instructions, misunderstands questions, or doesn't hear when you call their name, check in privately to ask if they're having trouble hearing. Even if they say they're not, continue to watch for signs and don't hesitate to talk with their parents.

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Recognize the challenges children who are deaf/hard of hearing face in the classroom.

Most teachers no longer use a traditional teaching style, facing the class while they lecture from the front. This is terrific for accommodating a variety of learning styles, but makes life in the classroom much harder for children who are deaf/hard of hearing, as they often cannot see the teacher's lips or hear them well when they move around the classroom. Here are some other ways hearing loss causes challenges in school.

Background Noise. For kids with mild to moderate hearing loss, background noise can be their biggest enemy. Since many classrooms are now a hum of busy activity all day long, it's much more likely these kids will miss or have difficulty hearing instructions or feedback.

Acoustics. When a teacher stays in one place, children who are deaf/hard of hearing can be placed close to them. But they still may not hear other students across the room, or pinpoint where a sound is coming from.

Back-lighting. For students who lip-read or work with a sign language interpreter, sitting facing a window or other strong light source makes it hard or impossible to see what's being said.

Note-taking. Taking notes while a teacher talks is a nearly futile task for children who are deaf/hard of hearing.

Difficulty Collaborating. Group work is common and helpful in most classrooms. But students who are deaf/hard of hearing find this difficult, as they often can't understand others. If they aren't comfortable asking for help, they're likely to be left out.

Social Concerns. Those same problems apply to social situations like lunch or recess. Kids with hearing loss can become isolated and have difficulty making friends.

Find more information about challenges facing students who are deaf/hard of hearing here.
Adjust your classroom and teaching style to help lip readers.

Children with any level of hearing loss may use lip-reading to get by. But lip-reading is not only a difficult skill to acquire; it also relies heavily on guesswork. In fact, it's estimated that only about 30-60% of words are seen clearly by lip readers. For the rest, it's like putting together a puzzle without having all the pieces. But teachers can make it easier for lip readers in the classroom.

Make eye contact, speak clearly and normally, but don't shout.

Always be sure you have the lip readers' attention. Ask if it's okay to touch their arm if you need them to look at you. Form your words clearly, and if you're a fast talker, make an effort to slow down just a bit. (All your students will benefit from this.) Talk in a normal tone of voice; shouting can actually distort your mouth.

Arrange seats in a horseshoe or circle.

Lip readers should be able to see all the faces in the classroom during discussions. When possible, a circle or horseshoe is ideal. If not possible, place them close to the front of the room in a seat of their choice, and always repeat any questions or comments from students they may not be able to see.

Reduce back-lighting concerns.

When a teacher or other students are lit from behind, their faces are much harder to see. Close curtains and use overhead lights to ensure everyone is equally well-lit during class.

Give hearing-impaired students a moment to identify who is speaking.

During discussions, new speakers should allow a moment for those who are deaf/hard of hearing to turn their way before talking. Avoid talking over one another so they can focus on one person at a time.

Learn to work with a sign language interpreter.

One way to accommodate kids who are deaf/hard of hearing is the use of a sign language interpreter during class. These interpreters are skilled experts who can make things better for both teacher and student, but you'll need to work closely with them to get the most benefit.

Seat the student close to and facing both the teacher and the interpreter.

Make sure the student can see both of you, and that you're both properly lit. (See concerns about back-lighting above.)

Speak clearly and use specifics.

Sign language interpreters can keep pace with most speakers, but they'll appreciate it if you talk clearly and at a regular pace. Make sure to use specifics when giving directions (for instance, say "put your name in the top left corner" instead of "put your name here".)

Provide vocabulary lists in advance when possible.

In classes like science, kids are always learning new vocabulary words. Sign language interpreters might have to learn them too, if the subject isn't one that's familiar to them. Provide them a list in advance of words relevant to the current topic, so they can see if corresponding signs exist and teach them to their student. When signs don't exist, interpreters will need to use fingerspelling, and they may need assistance with more complicated terms and subject jargon.

Talk directly to the student during class, not the interpreter.

Always interact directly with the student when asking or responding to questions or comments. You don't need to acknowledge the interpreter each time they speak for the student. Let them do their job while you do yours.

Make additional accommodations for children who are deaf/hard of hearing.

Along with lip-reading and interpreters, students may use technology like hearing aids, assistive listening devices, and captioning or transcription. With or without this technology, teachers can also make a variety of accommodations to help these students learn. In many cases, an IEP will detail the adaptations needed.

Face students when speaking, and be sure you have their attention.

This is a good tip for all teachers, in every class. Make eye contact with students so you know you have their attention. Avoid giving instructions while passing out papers or moving around the room. Speak clearly and at a normal speed. For students who are deaf/hard of hearing, ask how they'd like you to get their attention before speaking.

Provide study guides and pre-written notes.

Taking notes while listening to a lecture isn't an ideal way to learn for kids who are deaf/hard of hearing, even if they lip read or have an interpreter. Providing a general outline or pre-written notes, preferably in advance, is better. This allows them to pay attention and interact in class.

Allow time for students to review slides or handouts before speaking.

Slideshows are a great way to help all students follow along in a lecture. When you flip to a new slide, allow a minute for everyone to read what's there before talking. Students who are deaf/hard of hearing can't read a whiteboard at the same time they're trying to lip-read or look at their interpreter. The same goes for handouts or other visual aids.

Check frequently for understanding and questions.

Students who are deaf/hard of hearing might be unwilling to interrupt when they don't understand. Give them more opportunities by pausing more frequently to check for understanding (something else your whole class can benefit from). Additionally, make it very clear when you're about to change topics and move on to something else, and allow some time for final notes or processing.

Use technology to help you out.

We live in a brave new world! Take advantage of speech-to-text technology. Use detailed slideshows and chat/messaging programs. Show streaming movies with closed captioning turned on. Always be on the lookout for new ways technology can improve learning.

Teach other students to communicate with those who are deaf/hard of hearing.

One of the major drawbacks for children who are deaf/hard of hearing is that they can suffer socially. Open up a better, brighter world for them by encouraging your other students to learn how to best interact with them. Teach your class basics signs and fingerspelling. Help them learn the best ways to talk to a lip-reader. Seek out playground games that don't involve hearing. Pair a kid who is deaf/hard of hearing with a friendly buddy classmate who can assist them as needed. Plan field trips that all your students can enjoy. Above all, don't let a student who is deaf/hard of hearing feel isolated and avoid singling them out whenever you can. They really just want to be "normal" kids, so help them feel that way when you're able.

Resources
Books: Online: How do you help students who are deaf/hard of hearing succeed? Come share on the WeAreTeachers HELPLINE Facebook page. Vision loss can also cause students to suffer academically. Learn the 9 signs that could mean your student has a vision problem here.

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A Teacher's Guide to Hearing Impairment in Children

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Know how to recognize and accommodate children who are deaf/hard of hearing in your classroom. Learn how to work with lip readers, interpreters, and more.

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Going through school with a hearing impairment or deafness can be a frustrating, isolating and ultimately unproductive experience for a child without the right support. As a teacher, it can be equally challenging to teach a hearing-impaired child effectively without adequate tools or training. For both, it can sometimes feel like there's an imaginary pane of glass keeping each from communicating effectively with the other. The ideal environment for many hearing-impaired children to learn is one in which they are not singled out as different but instead, benefit from the kind of adjustments which go unnoticed by others but are truly transformative for the child this blog provides the information you need to handle hearing impairments with confidence. At Engage Education we have a dedicated SEND team.

What is a hearing impairment?

Hearing impairment and deafness are not necessarily the same thing. Hearing loss greater than 90 decibels is generally categorised as deafness, but any impediment to hearing - whether temporary, permanent or fluctuating - impacts not only a child's experience in the classroom but their social and emotional development, literacy skills and speech and language abilities.

What types of hearing impairment are there?

According to the National Deaf Children's Society , there are over 50,000 children and young people in the UK with hearing impairments, but this does not mean that they all have the same conditions or needs. There are three main types of hearing impairment that you may come across in children:

Sensorineural deafness (nerve deafness)
Permanent hearing loss in the inner ear is usually caused by the cochlea not working effectively

Auditory Neuropathy Spectrum Disorder (ANSD)
A problem occurring more deeply within the ear, where sounds are received normally by the cochlea, then become disrupted as they travel to the brain

Conductive deafness
Usually temporary, sometimes permanent. Sound can't pass effectively through the outer and middle ear to the inner ear. Caused by blockages such as wax or fluid. The latter is known as - can last for up to three months and is very common in preschool children

How can I spot signs of hearing impairment in a child?

While hearing impairments are often identified in babies, they may not develop or make themselves known for several years. This means that it's important to keep an eye out for the signs of hearing impairment in the classroom, particularly in young children - as at some point in your career you could find that you are teaching a child with an undiagnosed hearing impairment.

Here are some of the common signs of hearing impairments that you can look for in young children:

Not responding when their name is called

Problems with concentration, excessive tiredness and frustration with work that starts to affect their behaviour

Watching your lips intently as you speak

Speaking too loudly or too quietly

Watching others do something before attempting it themselves

Becoming increasingly withdrawn from others in the classroom

Delayed speech and communication development

Mishearing or mispronouncing words

Not being able to hear what's happening if there is any background noise

Making minimal contributions to classroom discussion

Difficulty with reading and linking it to speech

If you reconise the student to fall under the SEND Code of practice

How does hearing impairment affect learning?

, with only 44% leaving school with two or more A Levels, and 43% reaching the expected standard for reading, writing and maths at key stage 2 (KS2) when finishing primary school. Hearing and learning go hand-in-hand, so the impairment of this function means much more for a child than simply struggling to hear. Any hearing impairment which is not handled effectively has an adverse effect on a child's development, preventing them not only from taking in new information but learning to interact, relating to others and making friends. It's extremely important to Hearing-impaired children struggle at every stage of their education include SEND pupils in mainstream schools.

A child whose hearing impairment negatively affects their learning is likely to withdraw further into themselves throughout their education, which has a knock-on effect throughout the rest of their life. The frustration of being unable to express themselves and communicate both inwardly and outwardly is highly damaging and can impact future employment and their relationships with both others and themselves.

Everyday frustrations in the classroom are not as simple as an absence of individual attention from the teacher. A child with a hearing impairment does not necessarily require constant additional help but rather a mindful and sensitive approach to teaching the whole class - not facing the whiteboard to speak, minimising background noise and using visual aids as much as possible.

Strategies for supporting a child with a hearing impairment in school

It's vital that children with hearing impairments are given the right support from as early a stage as possible. If you have a child with a hearing impairment in your class, teaching in a way that fully supports them may seem a daunting prospect, but there is plenty of support and many ideas available.

Classroom equipment

A radio aid is a microphone worn by the teacher that connects to a hearing aid, and can also be passed to other pupils during activities such as group reading. This will help the child to feel part of the class and ensure that they don't miss any important information.

Dedicated staff

For schools that have the budget to employ one, a communication support worker or learning support assistant can provide hugely valuable help. Whether in the classroom all or some of the time, they can ensure the child is supported while you are able to give proportionate attention to other pupils.

Make sure that you don't turn away from the class while talking and ensure that the child has understood every task or instruction (and they aren't automatically looking to copy others after you have spoken). You can also sit the child right at the front of the class to give them the best possible chance of learning as hearing technologies only have an optimal range of one to three metres.

Meet with parents regularly

Having an open line of communication with the child's parents will help to ensure that the child has consistent support both at school and home. Meeting with the parents face-to-face will enable you both to discuss any concerns you may have and track the child's progress. Often the child may be confiding in the parents about issues that they are struggling with which they are too embarrassed to bring up in the classroom.

A 'hearing buddy'

If the child has to take off their hearing aid at any point during the day (for example during a sports lesson) you can allocate them a 'hearing buddy' (perhaps their closest friend) who can help to repeat any information that the child may have missed.

Preventing bullying

Although being bullied can happen to any child, children who are considered different in some way can be targeted by bullies. This can be because the hearing-impaired child's teaching arrangements are different, because they look different due to wearing a hearing aid, or because they are less able to pick up on social cues from their peers. The child could also find it harder to make friends and have a reduced ability to stand up for themselves. Childline has lots of advice and support available for children who are deaf or hard of hearing in their 'Deaf Zone' which you can refer children to who are old enough to use the website.

There are also ways in which a teacher can prevent bullying:

Raising awareness in the school - empathy and kindness can be taught. For example celebrating Deaf Awareness Week at school will open up discussions about the challenges faced by hard of hearing children and increase understanding. Your class could hold a school assembly in mime to the rest of the school. Your students could also put themselves in the child with hearing impairments shoes by learning to sign their names or by taking part in a sponsored silence.

Foster a sense of community in the classroom - in this way, other students will watch out for bullying and make a stand against it. You could have class morning meetings where students are encouraged to share their experiences and you can establish any class rules together including anti-bullying ideas.

Be aware of 'gateway behaviours' and nip them in the bud - things like eye rolling and ignoring, cruel laughter, excluding or staring can signal bullying or lead to escalated bullying. The child laughing cruelly may not realise the deep and lasting psychological impact they could be having on the child they are laughing at (especially if the child who is being bullied is pretending to laugh back) so class discussion, rather than focusing on one child's behaviour, can be helpful.

Using Makaton

is a simplified form of sign language, incorporating symbols and gestures, and is normally used with children with additional needs.

Makaton is usually taught at Nursery, Reception and Year 1 level. The actions are fun so that it helps shy children as well as those with special educational needs. Children who have trouble communicating can often be moody, quick to anger or simply retreat into themselves, so Makaton allows them to better communicate and relieves any stress they may be feeling. Given the importance of ensuring that deaf children have access to a rich language environment, Makaton should not be seen as an alternative or substitute for British Sign Language (BSL) or Sign Supported English .

Helpful links:

NHS hearing loss - https://www.nhs.uk/conditions/hearing-loss/symptoms/

British Sign website - https://www.british-sign.co.uk/

The Makaton Charity - https://www.makaton.org/

National Deaf Children's Society - https://www.ndcs.org.uk/

SEND Careers with Engage

If you would like a new role teaching in a SEND setting on a permanent, long-term, or short-term basis, full or part-time, our expert SEND team will be able to find the perfect role for you at one of our wonderful partner schools.

Register here!

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How to support a child with a hearing impairment in school - Engage Education

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According to NIDCD (National Institute of Deafness or Other Communication Disorder), about 2 to 3 out of every 1,000 children in the United States are born with a detectable level of hearing loss in one or both ears. And more than 90 percent of deaf children are born to hearing parents.

For parents who only hope for the best, discovering their child is deaf can be heartbreaking and worrisome. Aside from the fact that they need to exert twice the effort in overcoming everyday challenges, especially in communication, raising a deaf child; they also seek assurance that their children (regardless of disability) will thrive in school the way perfectly able kids do.

As Barbara Rice shared in United Federation of Teachers, " not all children with hearing impairments are in self-contained classes. Some teachers will have the opportunity to work with hearing-impaired youngsters in their general education, collaborative team teaching, special education and/or inclusion classes. Depending on the student's Individualized Education Program, this may or may not include a sign-language interpreter and/or an itinerant Hearing Education Services provider."

Barbara specialized in teaching hearing-impaired and deaf students, and she shared these tips for teachers who work with hearing impaired and deaf student yet unfamiliar with this population.

1. Be sure that the student wears his or her amplification device and you are wearing your microphone.

2. Keep in mind that few people are totally Most have some sort of residual hearing, and we want to utilize it fully.

3. Make sure your student has preferential seating with a direct view of your face and mouth.

4. Don't yell at your student. Speak in a normal tone. Remember the microphone you have on?

5. If your student has an interpreter, then give him or her a copy of the lesson in advance.

6. Remember that there is no need to talk to the interpreter.

7. Don't speak while writing on the board.

8. Use lots of pictures and graphic organizers. These kids are visual learners.

9. Repetition is key, as is the use of hands-on activities.

10. Every lesson is a language lesson. Hearing-impaired kids often lack necessary language skills, so every word counts.

(Access the full article here: Teaching children who are hearing-impaired)

Bright Hub Education also published an article on How to Teach Hearing-Impaired Students: Strategies for success!

A few easy steps can be taken to ensure the classroom is suitable for hearing impaired students. When possible, turn off equipment that creates background noises, such as fans and projectors, when not in use.

Communication Considerations

1. Look directly at the student and face him or her when communicating or teaching.

2. Say the student's name or signal their attention in some way before speaking.

3. Assign the student a desk near the front of the classroom, or where you plan to deliver most of your lectures.

4. Speak naturally and clearly. Remember speaking louder won't help.

5. Do not exaggerate your lip movements, but slowing down a little may help some students.

6. Use facial expressions, gestures and body language to help convey your message, but don't overdo it.

7. Some communication may be difficult for the hard of hearing student to understand. Explicitly teach idioms and explain jokes and sarcasm.

8. Young hearing impaired children often lag in the development of social graces. Consider teaching specific social skills such as joining in to games or conversation, maintaining conversations, and staying on topic.

9. Male teachers should keep moustaches well groomed.

See Epic Special Education Staffing Special Ed Teacher Jobs Today

Visual Strategies and Curriculum Accommodations

1. Adjust teaching methods to accommodate your visual learner's needs by writing all homework assignments, class instructions and procedural changes on the board.

2. Arrange desks in a circular pattern if possible so hearing impaired students can see other students. This is especially important if they need to read lips.

3. Provide students with an outline of the daily lesson and printed copies of the notes, allowing them to focus on discussions and questions while you are teaching. Students can then be more engaged in learning and can easily review the notes at a later time. Since vision becomes a hearing impaired student's primary means for receiving information, utilize visual aids whenever you can. Consider using posters, charts, flash cards, pictures, manipulatives, graphic organizers, artifacts or any visual items to illustrate concepts. Try to use captioned videos in class.

4. Follow all established guidelines within the student's IEP (Individualized Education Plan), regarding classroom adaptations and aids for hearing impaired students. Don't be afraid to contact your school district if you need help.

It is critical for teachers to monitor the progress and understanding of all students, but especially so for those with special needs. Teachers must be sensitive to the needs of hearing impaired students and follow the IEP as closely as possible.

Teaching hearing impaired students doesn't have to be difficult, as long as you are flexible. When you incorporate these strategies into your teaching practice, chances are that you'll find a number of students who benefit from your efforts.

And here is another excellent article written by Jeannette Washington, M.Ed. ( A former speech-language pathologist, Ms. Washington created Bearly Articulating, a company that provides multisensory tutoring online and in-home, college planning, and professional development to support the unique educational needs of learners struggling in reading, writing, spelling, speaking and other scholastic aspects of formal education.) And Jenna L. Kubly ( studied theater history and received a B.A. from Bethel University (Minnesota), M.A. from the University of Colorado-Boulder, and Ph.D. from Tufts University. She is fascinated with all types of history, drama, and art, but especially the society and culture of the First World War. She has published essays and book reviews.)

In their article: Supporting Deaf and Hard of Hearing Students, you'll learn about;

Differences: Deaf, Deafness, and Hard of Hearing

Tech Tools for Deaf or Hard of Hearing Students

How Schools Create More Audible Environments

Finding a College that Fits

Scholarships for Deaf or Hard of Hearing Students

Schools for Deaf or Hard of Hearing Students

Additional Resources

Expert Interviews

We are not affiliated with educators mentioned here. But we thought that they shared constructive ideas that can help you succeed in teaching hearing-impaired and deaf students.

In the end, we all have a common goal; help hearing-impaired and deaf students receive proper education to unleash their full potential!

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Strategies for Teaching Hearing-Impaired and Deaf Students

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Discover the most effective strategies for teaching hearing-impaired and deaf students shared by the most passionate educators.

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National Center on Health, Physical Activity and Disability (NCHPAD)

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Teaching Strategies for People with Hearing Loss

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A hearing loss may impact on students' ability to:

produce speech sounds

hear and understand language

produce oral language

acquire and use background knowledge across a range of topics

access information presented in the classroom

understand new concepts - particularly language-based concepts

interact with others

The student may often be more comfortable in a small group or one-to-one situation. This will impact on each student differently at different stages. The student may have additional difficulties in intellect or mobility, or may have a diagnosis in another disability area.

A student with a hearing impairment will learn key concepts from the curriculum, and develop the skills to apply these. Some students with a hearing impairment may exceed year level expectations in subject areas of interest, but then have fewer skills in other areas.

Adjustments in planning

Plan with other team members (speech language pathologist, advisory visiting
teachers, special education staff, year level teams, subject area teams) to
incorporate priorities for the deaf/hearing impaired student.

Consider interactions between students and other members of the school
community.

Consider the structure and organisation of the school (e.g. timetable, behaviour
management policy).

Consider the selection and use of curriculum materials (e.g. worksheets, videotapes,
sport equipment).

Consider the classroom setting (e.g. open-area, single classroom).

Consider settings inside and outside the classroom (e.g. lunch, physical education
activities, work experience).

Consider extra-curricula activities (e.g. religious education, sports days, school
band).

Consider specific needs in KLAs/subjects.

Use the IEP (Individual Education Plan) to prioritise the adjustments needed for the
student to access the curriculum.

Allow time for the development of language and listening skills in the classroom
context.

Use routines and structures to support students to predict what will come next in the
program.

Adjustments in teaching

Pre-teach specific language and concepts required to ensure the student has the
required prior knowledge for the activity.

Gain the student's attention before you give instructions.

Ensure that you are clearly visible to the student at all times.

Keep your hands and other objects away from your face while speaking.

Use normal clear speech. Do not exaggerate your speech.

Avoid speaking while facing the blackboard.

Avoid moving around the classroom while speaking.

Communicate clearly. Repeat and rephrase when necessary. Emphasise key words.

Use a focusing phrase e.g. "listen to this question".

Check for understanding by asking the student to tell you what they need to do or
repeat what they heard.

Use buddies to help relay and rephrase information.

Give students time to look at visual aids before talking to the aid so that the student
with a hearing impairment has time to shift their attention from the visual to the
auditory.

Use visual aids such as word webs and semantic maps and concrete examples to
illustrate the links between information.

Provide an outline of what is to be learnt, focus on key concepts and opportunities to
practise and demonstrate competence in a number of ways.

Increase opportunities to practise new skills and concepts - teaching a younger child;
demonstrating to other adults in the school; practising on the computer with a peer.

Utilise available human resources - peer tutoring, teacher aides, special educators,
therapy services, interpreters, notetakers.

Encourage class members to use sign language with the student if needed.

Teach routines, expectations of behaviour and consequences explicitly.

Display routines visually using timetables or calendars of upcoming events.

Explain sudden changes of routine so students know what is going on around them.

Adjustments in assessment

Identify barriers in assessment that may prevent the deaf/hearing impaired student
from demonstrating their knowledge and skills or competence.

Consider the provision of special arrangements and/or exemptions.

Change the nature of the task (e.g. requiring the student to demonstrate skills rather
than write an explanation of them).

Alter the procedures of a task (e.g. allowing the student to listen to a live presenter
instead of listening to an audiotape, allowing the student to sign an oral presentation.

Provide specialised equipment (e.g. allowing the student to use a TTY, captioned
videotape, FM system).

Vary the conditions for a task (e.g. providing the student with extra time or alternative
seating arrangements).

Revise the language used within a task, if appropriate (e.g.rewording a worksheet or
assessment task so a student can understand it clearly).

Revise the language expected in student responses (e.g. focusing on the content
students give in response rather than vocabulary and grammatical structures used).

Consider the practical arrangements relating to the assessment.

Consider the venue (e.g. Do the acoustics and visual conditions provide optimal
opportunities for the student? Does the student need a separate venue?).

Plan seating arrangements (e.g. does the student need to sit close to the front to see
and hear the presenter clearly?).

Consider the delivery of instructions or task (e.g. Does the student require spoken
directions to be signed? Does the student need a live presenter or written script to
access an audiotape.

Provide extra time (e.g. how much extra time does the student require to overcome
language barriers?).

Adjustments in environment

Be aware of the effect of environmental noise on a deaf/hearing impaired student.

Minimise environmental noise by using curtains or pictures on windows, book bags
on chairs, carpets, felt or rubber tips on the legs of chairs, hanging mobiles of
students work.

Install a Soundfield Amplification System (SAS) to cut down background noise in the
classroom.

Avoid glare or light behind you - don't stand in front of windows to speak to the
student.

Adjustments in resources

Use assistive technology such as an FM system, Soundfield Amplification Systems
as required.

Use pictorial programs or sign-based web-sites to create a range of resources from
instructions to readers.

Utilise peers, volunteers, teaching teams and specialists.

Borrow resources, materials from the Advisory Visiting Teacher or a nearby Special
Education facility.

From Education Queensland Download a printable version of the fact sheet.

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Fact sheet: Adjustments for students with a hearing impairment

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A hearing loss may impact on students' ability to: produce speech sounds hear and understand language produce oral language acquire and use background knowledge across a range of topics access information presented in the classroom understand new concepts - particularly language-based concepts interact with others The student may often be more comfortable in a small group or one-to-one situation.