Creating the Least Restrictive Online Learning Environment for Students

A least restrictive online learning environment for students who are deaf or hard of hearing means a virtual setting where the student has full communication access, can see the teacher’s face, can hear clearly, and can participate fully with peers. This environment supports both academic learning and social connection

What is the least restrictive environment in online learning?

The least restrictive environment (LRE) in online learning means students with hearing loss should receive accessible instruction and appropriate accommodations while participating with peers as much as possible.

The Impact of Learning with a Hearing Loss in the Online Classroom:

While speech delivered through a computer or tablet may be an adequate delivery method for a student with typical hearing, it creates a barrier for students who are deaf/hard of hearing. The listening effort required of students with a hearing loss is substantially greater than that of their peers and can result in fatigue, attention challenges, and reduced retention abilities. The purpose of this article is to provide a resource of strategies to provide student access during online learning.

Some challenges to students who are hard of hearing during online learning:

• The way speech is acoustically transmitted through a computer is not optimal for students who hear through mechanical or electrical devices.
• When hard-of-hearing students have to listen to computer-presented speech, they lose visual cues as well as vocal intonation/inflection cues required for their understanding.
• While the use of closed captions is beneficial, it requires the splitting of a student’s visual attention.

These factors create gaps that the hard-of-hearing student needs to “fill in,” which in turn increases the required listening effort and cognitive load relative to their peers. Students who are hard of hearing and attending online classes will, without question:

• Will have to work harder to listen and concentrate. Listening fatigue can contribute to self-doubt and stress
• Have difficulty maintaining attention
• Appear inattentive, distracted, or frustrated at times
• Experience difficulty following instructions
• Hear little to no of their peers’ contributions

All of the above add to the deaf/hard-of-hearing student’s cognitive load.

There are, however, strategies for creating a least-restrictive online learning environment for students with a hearing loss.

* Deaf—For the purposes of this article, the word “deaf” refers to individuals who prefer to self-identify as “deaf” but still use hearing technologies and spoken language to communicate.

Strategies for Creating a Least-Restrictive Online Learning Environment for Students

Access to Teachers

Listening and learning virtually is just as challenging and fatiguing for students who are deaf/hard of hearing as listening and learning in the classroom through masks. The following recommendation will make it easier for your deaf/hard-of-hearing student to understand online lectures:

 

EXTERNAL MICROPHONES

One of the barriers to equal access online is the computer microphone.

• Think of the sounds /p/ and /h/, which are just puffs of air
• Or /s/, /f/, /t/, and /th/ that are so high-pitched and soft that they just drop off before they get to the built-in microphone

Students with typical hearing may miss some sounds but may still be able to ‘piece things together. ‘ This is because they likely (unknowingly) overheard these words previously. Students with hearing loss, on the other hand, do not have the same overhearing experience, so their exposure and thus ability to ‘fill in’ what they don’t hear are essentially absent.

Unlike a built-in microphone, an external microphone is situated inches from the mouth, allowing the most important sounds for understanding speech (soft, high-pitched sounds) to get to that microphone at full volume.

REDUCE BACKGROUND NOISE

 

Even the slightest background noise, such as the low hum of a TV in the room or a fan, can be enough noise to disrupt the signal of your voice and leave your deaf or hard-of-hearing student lost.

 

 

MAKE YOURSELF EASY TO SEE

Access to visual cues can improve understanding of spoken language for all students, but particularly for those who are deaf/hard of hearing.

 

Pinning the Teacher

Students can be taught to ‘pin’ their teacher on any given online learning platform so that they can see the teacher’s face

Google Meet- top image

Zoom – bottom image

Clear Image

A shadow over your face will make it difficult to read your lips.

• Make sure to have light sources in front of you, NOT behind you. Avoid sitting directly in front of a window.

Be aware of potentially distracting backgrounds. Most online platforms allow for the blurring of the background.

Internet Speed

A slow internet connection can result in a mismatch between the audio and video signal. This will cause confusion for students who benefit from watching your lips on screen.

• Ask your students if your audio and video are in sync
• Connect with your district IT support personnel if necessary

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Teachers’ use of external microphones provides the least restrictive online learning environment for students who are deaf/hard of hearing and is the most effective way to improve online accessibility for all online learners.

While technology is always being updated, the following external microphones are currently popular with online teachers.

Bluetooth Headset/Microphone

• Willful BT 5.0 Wireless Headset ($41.00)
  – May require Bluetooth adapter: ASUS USB Adapter with Bluetooth (USB-BT400) ($20)

USB Headsets/Microphones

• Logitech H390 ($59.99)
• PuroGamer Volume Limited Gaming Headset from PuroSound ($37.00)
• Sennheiser SC 230 USB MS II (506482) – Single-Sided Business Headset ($131.00)

USB Microphone only (no headset)

• Pyle-Pro PMEM1 Headworn Omni-Directional Microphone 3.5mm/1/4-Inch ($33.00)
  – Requires adapter: Monoprice 107129 3.5mm Stereo to 3.5mm Mono Adaptor, Gold Plated ($14.00)
• Pyle-Pro PMEMSN12 Ear-Hanging Wired Boom Microphone with Screw Lock 1/8-Inch 3.5mm Sennheiser Connector Jack ($43.00)

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CAPTIONING

While captioning is a complicated subject due to the variety of online delivery platforms and devices being used, many students rely on captions for complete access to spoken information.

Note: The benefit will vary from student to student depending on age and level of literacy. Please consult with your teacher for the deaf/hard of hearing.

In addition to remote lectures and instructions, please consider captioning:

• Multimedia Presentations (e.g., videos, movie clips)
• Recorded lessons
• Announcements

* Contact your Educational Audiologist for more information.

USE OF FM/DM SYSTEMS

Assuming the consistent use of properly functioning hearing aids and/or cochlear implants, plugging in a personal FM/DM system will provide the deaf/hard-of-hearing student with a better sound quality than listening through headphones. To achieve this, your student will need:

1. 1. Properly functioning hearing aids and/or cochlear implants
2. 2. Access to a personal FM/DM system and receivers
3. 3. An audio cord to connect the FM/DM transmitter to the computer, Chromebook, iPad, etc.

See Listening to Electronic Devices with Hearing Technologies for specific and detailed information and instructions.

Access to Peers

Students with hearing loss typically experience difficulties understanding multiple talkers. This is true in both live and online communication environments. The following recommendation will make it easier for your deaf/hard-of-hearing student to follow the dialogue of multiple talkers online.

One Talker Rule

• Enforce a one-taker rule during discussions
• Depending on the age of your students, establish control over muting participants or encourage students to mute themselves and only unmute when called upon to speak

• Determine a procedure for student contributions (e.g., physical hand raise, typing ‘Q’ in the chat, app extensions, etc.)

Image – Google Meet – Nod extension

 

The Smaller the Group, the Better

• During breakouts, assign your deaf/hard-of-hearing student to partner work versus small groups
• If small groups are necessary, try to keep the size to 3-4 students

Peer Contributions

Identifying who on screen is speaking can be tricky for a student with hearing loss. Your deaf/hard-of-hearing student will need time to fill in gaps and identify who is talking.

• During discussions, ask students to identify themselves
• Paraphrase or repeat peer contributions
• Visually represent student comments, questions, and answers on your screen for the whole class to see

👉 Be aware that these challenges may result in further social isolation.

Access to Materials

It is best for all materials to be made available to your student prior to the classroom lesson.

• Share slide presentations, videos, recorded lessons, PDF docs, etc., BEFORE the online lesson, so that your deaf/hard-of-hearing student can preview the material and research words with which they may be unfamiliar
• Provide student access to a list of upcoming keywords (e.g., list in Google Classroom)
• Provide both print and electronic textbooks so that your student can use the glossary and preview upcoming material

 

Fatigue and Cognitive Load

Like their typically hearing classmates, students with hearing loss may experience what has been coined as “Zoom Fatigue,” an online learning fatigue that many of us have experienced firsthand. Unlike their typically hearing peers, students with hearing loss are not only learning by listening to computer-quality sound (as opposed to live speaking) but also doing so through a compromised auditory system and mechanical or electrical devices. As well, they may mishear but be unaware of their misunderstanding, adding another layer to their fatigue and cognitive load

 

What You Can Do To Help

• If possible, identify a time to meet 1:1 with a student for support and/or provide online EA assistance
• Check in frequently with the student (privately) to ensure that they are following the lesson
• Offer listening and learning breaks
• Ensure that a Teacher of the Deaf/Hard of Hearing and an Educational Audiologist are a part of your student’s learning team
• Be patient and kind!

Image References

1. 1. https://er.educause.edu/blogs/2020/8/creating-emotional-engagement-in-online-learning
2. 2. http://www.clipartkey.com/view/iiTRbh_english-clipart-english-course-learn-online-png/
3. 3. https://www.howtogeek.com/673264/how-to-look-better-on-zoom-and-other-video-calling-apps/
4. 4. https://www.tmieducation.com/customized-professional-learning
5. 5. http://www.redefy.org/stories/connecting-my-high-school-experience-in-a-pandemic

About the Author: Krista Yuskow has 20+ years of experience as an educational audiologist working with teachers and students in Edmonton, Alberta. She has extensive expertise in using assistive technology to improve student access. Krista has authored the Tech Talk section of the Teacher Tools e-magazine for several years.

Online Accessibility Checklist

Online Accessibility Checklist for Students With Hearing Loss

Include:

• Captions enabled
• Interpreter visibility
• Written instructions
• Visual supports
• Reduced background noise
• Recorded lessons
• Accommodation review meetings

What Teachers Can Do to Create a Less Restrictive Online Environment

• Use an external microphone.
• Reduce background noise.
• Keep your face visible and face the light.
• Pin the teacher or interpreter.
• Use captions for all videos and lessons.
• Connect FM/DM systems when possible.
• Enforce a one-talker rule.
• Provide materials before class.

Frequently Asked Questions About Least Restrictive Online Learning Environments

What does a “Least Restrictive Environment” (LRE) look like in virtual education?

For students who are deaf or hard of hearing (DHH), the least restrictive online learning environment is defined by total communication access, not just digital placement. It is a virtual classroom specifically optimized so the student can clearly hear instruction, utilize visual lipreading cues, access real-time captions, and fluidly interact with peers without technical barriers.

Why are standard computer microphones a barrier to online LRE?

Built-in laptop and tablet microphones are highly destructive to speech clarity. They routinely drop soft, high-pitched consonant sounds such as $/s/$, $/f/$, $/t/$, $/p/$, and $/h/$ before the audio even transmits. For a DHH student, this results in heavily fragmented words and severe listening fatigue.

How do external microphones improve online classroom accessibility?

Teachers using high-quality external microphones provide a significantly less restrictive learning environment. Because an external boom or headset microphone sits mere inches from the speaker’s mouth:

• It captures vital high-frequency speech sounds at full volume.
• It filters out ambient household or classroom background noise.
• It delivers a crisp, stable audio signal directly to the student’s hearing technology.

What hardware is recommended to optimize teacher audio?

According to educational accessibility guidelines, school teams frequently utilize these specialized, teacher-tested audio tools:

Microphone Type	Top Recommended Models	Key Accessibility Benefit
USB Headset / Mic	Logitech H390, PuroGamer, Sennheiser SC 230	Provides high-fidelity, directional voice capture while isolating teacher audio.
Wired Ear-Hanging Mic	Pyle-Pro PMEM1, Pyle-Pro PMEMSN12	Lightweight, non-bulky boom options that position the capsule perfectly near the lips.

 

How can students patch their FM/DM assistive technology into a computer?

To stream a live virtual lecture directly into their hearing aids or cochlear implants, a student needs a hardwired setup:

• Verify personal hearing technology and receivers are powered on.
• Connect a standard 3.5mm auxiliary audio cord into the computer or tablet’s headphone jack.
• Plug the opposite end of the audio cord directly into the audio-in port on the FM/DM transmitter.

Which virtual discussion rules protect access to peer-to-peer communication?

Group learning can quickly become highly restrictive due to overlapping chatter. Instructors should enforce these clear, structural protocols:

• The One-Talker Rule: Keep all student microphones muted by default; individuals unmute only when formally recognized to speak.
• Self-Identification: Require classmates to state their name before speaking (e.g., “This is Maya, I think…”) so the DHH student can locate their video tile.
• Strategic Breakouts: Pair DHH students for 1-on-1 partner work rather than large, chaotic small groups. Keep necessary small groups restricted to a maximum of 3-4 participants.

How should visual materials be managed to support e-learning access?

Visual aids provide a crucial secondary anchor for students tracking spoken lectures. Teachers should distribute all slide decks, guided notes, electronic textbook links, and upcoming keyword lists to the student prior to the live session so they can preview unfamiliar vocabulary and reduce real-time cognitive overload.

How can parents support accessible, least restrictive online learning?

Parents can monitor communication access, advocate for accommodations, support organizations, communicate with school teams, and help students manage virtual learning routines.

 

Additional Resources:
10 Low-Tech Ideas for Virtual Instruction
E-Learning
Assessing Online Access for Deaf and Hard-of-Hearing Students
Supporting Students Who Are Deaf Plus
e-Learning Access and Advocacy in an Online World

 

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Originally published Nov. 2020
Last updated: June 2026