Listening and learning in the classroom can be very challenging for students with hearing loss.
- Children with Hearing Loss – Helpful Adaptations in the School Environment provides an overview of classroom accommodations and expectations that the school team can address to meet these needs. You may want to share this handout on the classroom listening environment with the child’s teacher/school team.
- As another resource you can consider the accommodations tailored to the LIFE-R listening challenges. LIFE-R
- Accommodations during high stakes testing is also needed for many students with hearing loss. See the Assessment & Accommodations article for extensive information.
- Although many schools are now having lectures captioned, some students/schools still prefer to use peer notetakers. The handout The Peer Notetaker provides information to share and discuss with the IEP team and the classroom teachers on the need for notetakers and what to consider when selecting them.
- Million Dollar Settlement Highlights Need to Accommodate Students with Hearing Loss
- Captioning required for any video from TV to be captioned, including video clips from TV per the FCC. Teachers with SmartBoards can turn on the CC/subtitle function on their computer so that captions will be projected. Rather than using poorly captioned YouTube videos teachers should be strongly encouraged to use materials from the Described and Captioned Media Program. There are thousands of titles; many can be streamed or a DVD can be requested. There is even an Accessible Television Portal for more content.
My daughter took the PSAT one year without accommodations, and then the following year with accommodations. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth.
Mom of a successful high schooler with hearing loss.
Accommodations for Students with Hearing Loss
This information is provided as a list of accommodations and classroom modifications for the IEP or 504 Plan team to consider as they discuss what is needed to provide maximal access to the general curriculum and meet the learning needs of the student with hearing loss.
This is not an exhaustive list. Students will vary in terms which of these items are necessary and appropriate to support school progress commensurate with the student’s abilities. Educational settings vary in the extent to which they provide accommodations and modifications to students with hearing loss.
It is important for the IEP or 504 planning team to include a professional with expertise in the educational needs of students with hearing loss so that the unique access and learning needs of the student with hearing loss are understood and can be appropriately accommodated. Printable handout of this information
Accommodations to Consider to Address the Access and Learning Needs of Students with Hearing Loss
___Personal FM system (hearing aid + FM)
___FM system/auditory trainer (without personal hearing aid)
___Walkman-style FM system
___Sound-field FM system
___Specialized seating arrangements
___Obtain student’s attention prior to speaking
___Reduce auditory distractions (background noise)
___Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)
___Present information in simple structured, sequential manner
___Clearly enunciate speech
___Allow extra time for processing information
___Repeat or rephrase information when necessary
___Frequently check for understanding
Physical Environment Accommodations:
___Noise reduction (carpet & other sound absorption materials)
___Room design modifications
___Flashing fire alarm
___Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)
___Captioning or scripts for announcements, television, videos, or movies
__ Speech-to-text translation captioning (i.e., computer on desk)
_ _Educational interpreter (ASL, signed English, cued speech, oral)
___Buddy system for notes, extra explanations/directions
___Check for understanding of information
___Down time / break from listening
___Extra time to complete assignments
___Modify reading assignments (shorten length, adapt or eliminate phonics assignments)
___Modify written assignments (shorten length, adjust evaluation criteria)
___Provide supplemental materials to reinforce concepts
___Provide extra practice
___Reduce quantity of tests or test items
___Use alternative tests
___Provide reading assistance with tests
___Allow extra time
___Supplemental instruction (speech, language, pragmatic skills, auditory, speech reading
___Sign language instruction
___Transition / Vocational services
___Deaf/Hard of Hearing role models
___Monitor progress periodically by a specialist in Deaf/Hard of Hearing
Source: Johnson, Benson, & Seaton. (1997).Educational Audiology Handbook. Appendix 11-A, p.448. Singular publishing Group, Inc.
Minor adaptations by Karen L. Anderson, PhD
Posted August, 2012