Students That Are Hard of Hearing in The Classroom

Severe hearing loss and deafness are typically diagnosed before students are school-aged if the cause is congenital, but mild to moderate hearing loss sometimes goes undetected until children are older. At times, hearing loss is also acquired after birth, so being able to recognize hearing loss in students of all ages is critical.

Early recognition

Early recognition of hearing loss optimizes academic success in the classroom with the implementation of proper accommodations, commonly outlined on a child’s 504 plan or IEP.

Signs of hearing loss in children

1. Listens to audio sources at a very loud volume (on the TV, computer, apps, etc.)
2. Inappropriately responds to or misunderstands questions
3. Non-responsiveness when name is called
4. Mimics peers responses
5. Struggles academically
6. Experiences ear pain or head noise/tinnitus
7. Requests repetition of questions/directions
8. Speech sounds different from peers

How educators can help

If educators see any of the above signs, they should ask the child privately if they are having difficulty hearing, but even if they say no (they may never have heard any other way and not know), a hearing screening should be recommended.

Teachers should make eye contact, speak clearly and never shout. Educators should try to slow down their rate of speech to a regular pace if they speak quickly, which will benefit all of the students. Shouting can distort mouth shape, so lip readers will actually have a more difficult time comprehending material if spoken too loudly. Using specifics when giving directions is also helpful. Teachers can ask students if it is ok to touch their arm or use another preferred method of getting their attention if needed.    

In a traditional, lecture-style classroom set-up with rows of chairs and desks, students may have difficulty hearing or lip-reading, especially as teachers walk around the classroom. Teachers can arrange their seats in a horseshoe or circle as an accommodation. If this is not a possibility, students with hearing loss should sit away from background noises such as air conditioners and as close to the teacher and sign language interpreter (if applicable) as possible. The student should face them at all times if possible and back-lighting, such as sunlight, should be reduced. Curtains/blinds should be shut and overlight lights turned on for optimal lighting. If a sign language interpreter is present, conversations should be directed to the student, not the interpreter.

Unfortunately, even if students sit as close to the teacher as possible, they may still have issues when their peers speak or when the teacher walks around the room. If someone new is speaking, time should be allowed for the hearing-impaired student to identify the new speaker. Teachers should pause frequently and check for understanding, especially before changing topics. Teachers should make it a point to face the child while speaking, repeat questions and comments from peers, and not talk while distributing paperwork. An appropriate accommodation to request is to have the teacher provide notes, vocabulary lists for new terms, presentation slides, handouts, and study guides to the student and interpreter in advance.

Speech-to-text technology, detailed slideshows, chat/messaging programs, movies with closed-captioning turned on and other technology can benefit students. Students may also wear hearing aids, or use assistive listening devices or transcription. A common device that assists students with hearing loss is an FM system whereby the teacher wears a microphone, and the student wears a receiver, which directly delivers sound into their hearing aids, cochlear implants or headphones.

Making friends and fitting in can also be hard for students with hearing loss, and large group environments can be overwhelming. Additionally, group work can be difficult. To assist with this, teachers can arrange for smaller groups for classrooms and/or social events, teach the child’s peers how to interact with them (such as teaching basic signs and fingerspelling for those that use this form of communication), seek out playground games that don’t involve hearing, pair students with and without hearing loss, and ensure the child is not isolated.

The importance of a 504 or IEP for students with hearing loss or deafness

It is important to get an IEP or a 504 in place as soon as possible once diagnosed with a hearing loss. To be protected under Section 504, a student must be determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Students with deafness or who are hard of hearing qualify for a 504 plan even if they do not qualify for services under an IEP. Learn more about 504’s.

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