Interventions in a school setting could include:

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The Individuals with Disabilities Education Improvement Act of 2004, formerly the Education of the Handicapped Act (P.L. 94-142), includes "hearing impairment" and "deafness" as two of the categories under which children with disabilities may be eligible for special education and related service programming. While the term "hearing impairment" is often used generically to describe a wide range of hearing losses including deafness, the regulations for IDEA define hearing loss and deafness separately.

Hearing impairment is defined by IDEA as "an impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance."

Deafness is defined as "a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification."

Thus, deafness may be viewed as a condition that prevents an individual from receiving sound in all or most of its forms. In contrast, a child with hearing loss can generally respond to auditory stimuli, including speech.
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Assistive learning devices - help to amplify the sounds you want to hear. For example, Universities can connect a professor's microphone directly to a student's hearing aid with a wire that goes across the room.

Augmentative and Communication Devices - help hearing impaired students understand others and communicate better. For example, keyboards, touch screens and a display panel allow two people to exchange information while facing each other.

Alerting Devices - adapt sound to other forms of communication. For example, when a fire alarm goes off on campus, it may also blink with a red light. 

Another example is speech-to-text devices for hearing impaired student.
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1-Word reading accuracy, spelling, grammar,and fluency in reading

2-Calculation, mathematics 

3- Difficulties with these skills often cause problems in learning subjects such as history, math, science and social studies and may impact everyday activities and social interactions.

1-Mild: Some difficulties with learning in one or two academic areas, but may be able to compensate

2-Moderate: Significant difficulties with learning, requiring some specialized teaching and some accommodations or supportive services

3-Severe:Severe: difficulties with learning, affecting several academic areas and requiring ongoing intensive specialized teaching

 Diagnosis

To be diagnosed with a specific learning disability, a person must meet four criteria.

Process:
- The school must provide an evaluation. Those found to have specific learning disability are eligible for special education services.
-A team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student. Parents should specifically ask for an evaluation if they are concerned.
-Educational advocates may be helpful to families in the IEP process.
- The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.
Treatment: Getting Help
Early intervention is key for people with specific learning disability. If problems are identified early, intervention can be more effective, and children can avoid going through extended problems with schoolwork and related low self-esteem.
Under federal law, the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability.