Accommodations for Sports and ExtraCurricular Activities

Accommodations for students with hearing loss in sports and extracurricular activities help ensure equal access under the ADA and Section 504. Schools must provide effective communication and appropriate supports so students can participate safely and fully in team practice, games, and school events. This page shares common accommodations, sport-specific suggestions, and how parents can request supports.

Summary: If it is known that a student with a HA/CI/FM system or sign language interpreter is going to participate in a school-sanctioned sport, it is the school’s responsibility (whether it’s the athletic department, teacher of the deaf/hard of hearing, educational audiologist, or some school official) to contact the governing body over athletics in the state to obtain a letter stating that this accommodation is allowed. This letter should be carried by the coach; in the event they are being questioned by an official, they have documentation. The rules for club teams not associated with a school may have a different protocol for getting such a letter, but under the ADA, that student should still be allowed access to information with accommodations to participate.

Sports and Extracurricular Activities

The following features information from a 1996 publication, Time Out! I Didn’t Hear You!, that has been an invaluable resource to many parents and professionals who want to support children’s participation in sports and other extracurricular activities, even though they have a hearing loss. The authors, Catherine Palmer, Stacy Butts, George Lindley, and Susan Snyder, have graciously permitted excerpts of this 88-page publication and the full link to be included on Supporting Success for Children with Hearing Loss.

Extracurricular activities and sporting events may be very important for the overall educational and social experience of a child. For most children, the school day does not end at the sound of the bell of the last academic class. Many lessons about teamwork, responsibility, winning, and losing happen in ‘after-school’ activities that are sponsored by the school. All children have the right under the law to access these after-school activities in the least restrictive way, just as they have a right to access the academic offerings of a school. Time Out! I Didn’t Hear You provides the student, parent, coach, athletic director, principal, school board member, and educational audiologist with all the information needed to make athletics accessible in the most cost-effective, comfortable way.

The use of assistive devices is an important part of making high school athletics more accessible to athletes with hearing loss.

There are a multitude of relatively inexpensive devices that can be used for almost any difficult communication situation that can occur during practice and training. In some sports, assistive listening devices can be integrated, within the boundaries of the rules, into the game itself. It is the responsibility of the coach, the athlete with hearing loss, and the other team members to work together to identify where communication breakdowns are occurring and to identify solutions. The devices themselves are simply tools that people use to try to come as close as possible to the ideal situation.

Three federal laws guarantee access to students with hearing challenges, their parents, and individuals who work with them. In essence, each of the laws says that students with hearing impairments should have access to whatever all of the other students have access to – nothing more, nothing less. For instance, if there is a soccer team for students at the school, the student with a hearing impairment should have the right to try out for that team. If needing to receive instructions during tryouts is essential for a successful tryout, then the student with a hearing impairment is entitled to whatever is needed for him/her to receive the instructions. The use of assistive devices and communication strategies is meant to create a ‘level playing field’ for these students. Refer to pages 33-37 of Time Out! for information about these laws and students’ rights to equal access and participation.

Specific Accommodations Suggested for the Following Sports

The Time Out! The publication provides rich information, whereas the table below provides a brief summary of the information provided on accommodations for specific sports. Refer to pages 50–81 of Time Out! for details. It is common for individuals to perspire while playing sports. Hearing moisture-resistant devices should be used and/or protective devices for hearing aids, like Ear Gear or SuperSeals.

Sports and Extracurricular Accommodations

Having a hearing loss didn’t stop these competitors!

Refer to page 83 of Time Out! for more information on these successful individuals with hearing loss.

• Heather Whitestone: At 21 years of age, Heather Whitestone became the first Miss America with significant hearing loss in the history of the pageant. Not only has she won the Miss America pageant in 1995, but she has also earned impressive academic success, graduating from an Alabama high school, where she was mainstreamed with children, earning an A average.

• Jim Ryun: At 45 years of age, Jim Ryun, a former Olympic medalist and world record holder in middle-distance running, tried on his first pair of hearing aids. Although Ryun was born a gifted athlete, he needed to overcome the challenges of his hearing loss. Ryun had to compensate for simple things that many runners take for granted, such as hearing the starter’s pistol or hearing their competitor’s footsteps behind them.

• Curtis Pride: Born on December 17, 1968, Curtis John Pride was welcomed into a world with a profound hearing loss. He was fully mainstreamed into his neighborhood schools by seventh grade and graduated from high school with a 3.6 GPA. Along with his academic success, Curtis enjoyed a great deal of athletic success as well. He was awarded a full basketball scholarship, but just before his high school graduation, Curtis was drafted by the New York Mets. Valuing his education,
  and through a unique arrangement, Curtis agreed to sign with the Mets part-time while attending William and Mary College as a full-time student and a four-year starter at point guard. In 1990, he graduated with a degree in finance. In 1992, Curtis became a minor league free agent and signed with the Montreal Expos. He soon proved his abilities by batting a combined .324 with 21 home runs and 50 stolen bases. Then, in 1993, Curtis Pride became the first deaf athlete in the major leagues in 50 years.

• Neil Gwinn: Neil Gwinn is an elementary school guidance counselor and a high school soccer coach in Howard County, Maryland. In his ‘spare’ time, he is an assistant coach and player for the United States Deaf Soccer Organization (USDSO). Neil has had a progressive hearing loss since childhood. Gradually, hearing aids were not useful to Neil, and he received a cochlear implant in June 1995.

Frequently Asked Questions About Sports & Extracurricular Accommodations for Students With Hearing Loss

Can students with hearing loss participate in school sports?
Yes. Students with hearing loss have the right to take part in sports and extracurricular activities with the right accommodations and communication access. Schools can use visual cues, interpreters, FM systems, captioning, and other supports to help students participate safely and fully with their peers.

Can students wear hearing aids during sports?
Often, yes. Whether a student can wear hearing aids during practice or games depends on the sport, safety, and the student’s comfort. Some use protective headbands or helmet modifications, while others remove devices during contact sports and rely on other communication supports.

Are cochlear implants safe during athletics?
Many students with cochlear implants play sports safely. Safety depends on the sport and how much contact is involved. Families should check with the audiologist or implant team about protective gear, helmet fit, and sport-specific safety tips.

What accommodations help deaf and hard-of-hearing students during sports?

Useful supports may include:

• Visual signals and hand signals.
• Written instructions.
• FM systems.
• Interpreters.
• Peer buddies.
• Visual timers.
• Vibrating alert systems.

Coaches can also help by facing the student when speaking and reducing background noise when possible.

Can students use FM systems during sports and extracurricular activities?
Yes. FM systems and other assistive listening tools can often be used during practice, team meetings, and some competitions. They help students hear coaches, teammates, and instructions more clearly, especially in noisy gyms, fields, auditoriums, and locker rooms.

Do schools have to provide accommodations for extracurricular activities?
Yes. Under Section 504 and the ADA, schools must provide equal access to extracurricular activities. Accommodations may be needed so students with hearing loss can participate safely, communicate effectively, and join in school programs and events.

How can coaches support athletes with hearing loss?

Coaches can help by using:

• Clear communication.
• Visual demonstrations.
• Written instructions.
• Hand signals.
• Consistent routines.

It also helps to get the student’s attention before speaking and to check for understanding. An inclusive team environment boosts communication and confidence.

What should parents discuss with coaches before a sports season begins?

Parents may want to talk about:

• Hearing technology and how it works.
• Communication needs.
• Safety considerations.
• Emergency procedures.
• Accommodations that help their child succeed.

Sharing how the student hears best during practice and games helps coaches prepare supportive strategies early.

Can hearing loss affect communication during team sports?
Yes. Background noise, distance, whistles, overlapping conversations, and fast-paced environments can make communication hard. Visual signals, assistive listening devices, and clear coaching strategies can improve understanding and keep students engaged.

Why are extracurricular activities important for students with hearing loss?
Sports and extracurricular activities help students build friendships, confidence, leadership, teamwork, and social communication skills. Equal access supports emotional well-being, school connection, and overall growth while encouraging inclusion in the school community.

Additional Resources:
Helmets & Hearing Aids/Processors
What is a 504 Plan?
School Supports, Modifications, and Accommodations for Students
Communication Access with Schools with ADA Accommodations

Information from Time Out! was excerpted by Karen L. Anderson, PhD, and provided with the permission of the authors. Information was posted on Supporting Success for Children with Hearing Loss in February 2013.

Last Updated: June 3, 2026.