DEALING WITH HEARING IMPAIRMENT IN THE CLASSROOM
BY : DEBBIE HAMILTON-BOGUES
Sometimes as an educator we take certain things for granted , or we do not realise what is happening in our classrooms ; the not so visible , but are present . Students with hearing impairment suffer in silence ( no pun intended ).
Causes of hearing impairments or hearing loss occur when :
• Congenital hearing loss is a hearing loss present at birth .
• Prelingual hearing loss is present before speech develops . All congenital ( present at birth ) hearing loss is prelingual , but not all prelingual hearing loss is congenital .
• Genetic hearing loss is a hearing loss caused by genetic factors .
• Postlingual hearing loss occurs after a child develops speech and language skills . Late-onset hearing loss is when a child develops a hearing loss sometime after birth . The child may pass their hearing screening at birth and then develops hearing loss later during childhood .
• Progressive hearing loss is a hearing loss that gets worse over time . The change in hearing can happen over a few weeks , months , or even years . It can start as a mild loss and later become a moderate or severe hearing loss .
• Acquired hearing loss is a hearing loss caused by environmental factors or
disease , or injury .
As a classroom practitioner , here are a few indicators that I use to tell that a student may be affected by hearing loss or impairment . The student :
1 . has delayed speech and language development
2 . has behavioural difficulties 3 . speaks loudly 4 . has attention problems 5 . only responds when facing you
6 . Frequently says “ huh ?” or ask for words to be repeated
7 . has trouble following directions
8 . has a delayed reaction or no response when called upon
Students who present these characteristics should be referred to the SENCO , and parents should be informed . A student with hearing impairment may also need the services of speech , language , and occupational therapies ; therefore , initiating support for the student is of vital importance .
Impact of undiagnosed hearing loss or impairment in the classroom :
• Poor communication skills- has difficulties responding to the following instruction or receiving information ( receptive ) and clearly articulating what needs to be said ( expressive ), and maintain relationships with peers . Peers may find holding a conversation with him / her very difficult . And lack of responsiveness from teachers may result in him / her being classified as having behavioural problems or other disabilities such as ADD or ADHD .
• Cause a delay in speech and language development which can affect educational achievement , so they fall significantly behind their peers .
• Social / Mental health impact : student may feel isolated , have few or no friends at all , may feel that he / she is not understood , is not liked and feels rejected .
Reference
Five ways of supporting a student with hearing impairment
1 . Place the student at the front of the class and check in with the student to ensure that information and / or instructions are heard and understood .
2 . Avoid placing students close to the source of the noise .
3 . Use carpet on the floor , use lots of pin board , they as absorb unwanted sounds .
4 . Reduce the amount of noise in the learning areas as much as possible to prevent students from missing important instructions and learning .
5 . Give instruction in small portions ; in chunks to ensure that no information is missed .
6 . Use visuals to support your verbal instructions .
7 . Provide a printed or electronic copy of notes .
8 . Encourage the student to ask for instructions / information to be repeated .
9 . Ensure that you have the student ’ s attention before speaking to him / her .
10 . Approach a dedicated student who will be willing to be his / her buddy and encourage group play .
Early intervention is the best course of action to prevent further impact from hearing loss when possible and to help a child have the best hearing possible so that their speech , language and overall development can be as optimal as possible .
Class notes from Dr Kai UusKai Uus , Audiology Department , Manchester University , Manchester , England .
Debbie Hamilton-Bogues is an experienced international educator : HOD , SENCO and SEND Consultant . She has over 30 years ’ experience in the Caribbean , USA , UK and the Middle East . She holds a Master ’ s degree in Special Educational Needs ( USA ) and a Master ’ s in Educational Assessment ( UK ). She has a passion for greater engagement and visibility of students with SEND .
32 Term 1 Sep - Dec 2021
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