Hearing Loss and Deafness

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Hearing loss or deafness refers to a reduction in sensitivity to sound which may be accompanied by some loss of the adaptability to interpret auditory stimuli correctly, even when amplified. In general, persons born deaf tend to present the greater challenge to education because, in addition to being unable to hear, they may have very limited verbal communication skills. Nevertheless, educationally, persons who are deaf have succeeded and achieved great success at every level.

The student who has a hearing loss may exhibit one or more of the following characteristics:

For some, English, as a second language, is not as strong as their native language, American Sign Language (ASL), affecting comprehension of written materials, test questions, speaking, and writing.
Misinterpretation of assignments due to either interpreter mistranslation or difficulty with the language in which the assignment is written in.
Difficulty in participating in group discussion or other small-group activities when turn taking is not honored.
For hearing aid users: reduced comprehension due to environmental noise.
Dependence on visual cues.
Inaccurate assessment of strengths and weaknesses based on standardized test scores.
Social isolation and a sense of vulnerability due to communication barriers.
Reluctance to ask for assistance or to have something repeated.

Communication Techniques:

Confer with student to determine the rate and volume of voice communication which will facilitate comprehension.
Convey your message through facial expressions, gestures, and other "body language."
Avoid pacing, writing on the board while speaking, and speaking with your back to the student.
Avoid group discussions that limit the ability for a student to read lips.
Excessive facial hair or anything which blocks the area around your mouth may also interfere with the student's ability to lip read.
Rephrase a thought rather than repeat the same words if the student does not understand.
Check for comprehension by asking for explanation or illustration in such a way that does not single out the student from the rest of the class.
Repeat or rephrase questions and comments brought up by other class members so that students with a hearing loss do not miss valuable portions of class discussion.
Consider learning basic sign language to enhance the ability to communicate with students who use American Sign Language.
Realize that a student with a hearing loss may prefer to communicate electronically through email.

Environmental Considerations:

Allow the student to sit in the front row or other optimum location.
Avoid standing with your back to a window or other sources of light as the glare makes it difficult to read lips and other facial expressions.
Maintain enough light during films to enable the student to see an interpreter.
Attempt to obtain films that are close-captioned.
Provide better lighting for the student who is visually dependent and cannot add reliable auditory cues to the available visual information.
Avoid placing a person who already has a substantial hearing loss in a noisy environment as it assaults their vibratory sense. (These persons should use ear protection to prevent further hearing loss).
Be aware that room acoustics and environmental noise need to be considered for a student using a hearing aid.
Uncarpeted floors, bare plaster walls, ceiling, heating, and cooling fans create noise and echoes that lower the effectiveness of the hearing aid.
Inform the person with a hearing loss by touch or signal to evacuate the building in case of an emergency.

Accommodations and Instructional Techniques:

Provide a detailed syllabus and lecture outline/written overview.
Use good quality visual media (i.e. board, overhead projector, or handouts) to highlight key concepts when lecturing.
Supply a list of technical terminology and unfamiliar words or terms.
Post notice of class cancellations, assignments, etc., in writing to ensure understanding.
Announce reading assignments well in advance.
Provide all assignments in written format; be available for further clarification.
Provide a study guide for text and encourage study groups, peer tutoring, and study labs; prepare study questions for review sessions.
Encourage use of accommodations recommended by the DSS such as notetakers and extra time for exams.

Tips for Using an Interpreter:

Direct questions and conversation to the student, not the interpreter- remember that the interpreter is voicing for the student when they speak to you.
Avoid words like “this” and “that”- be as descriptive as possible.
Be aware of the time that it takes to process information from one language to another- don’t speed through lecture material.
Provide the interpreter a list of technical terms and unfamiliar vocabulary to facilitate ease of interpretation
Notify interpreter of schedule changes or class cancellations in advance.
Do not expect interpreters to assume other duties; they are in the classroom for the student's benefit.
Recognize that finding a qualified interpreter can be difficult. Even after every effort is made, occasionally the DSS is unable to find an interpreter to cover a class. Remain flexible and avoid penalizing the student for lack of available interpreters.

Hearing Aid Tip:

Hearing aids amplify sound in a noisy environment; a student should turn off the aid to prevent discomfort. Instructors need to indicate when the aid should be reactivated.