Hearing Impairment | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need, involving a medical condition of the ears that involves a severe impairment in hearing, not corrected fully by hearing aids.

Teaching Strategies

Instructional

• Implement strategies recommended by a teacher of the deaf, audiologist and/or speech and language pathologist, who may work directly with the student.

• Develop and implement modified (i.e. language) and alternative programming expectation as part of the student’s Individual Education Plan (IEP), involving comprehension, oral language, self-advocacy, learning sign, speech, etc.

• Use FM system (microphone that a teacher wears for students with some hearing) and Sound Field system.

• Pair oral instructions with visual (written or pictures) and gestures.

• Face the student when speaking (do not talk when writing on the board).

More...

Environmental

• Use preferential seating to reduce auditory distractions and place student in a position to hear the teacher better.
• Use an FM system.
• Reduce background noise (tennis balls on chair legs, close classroom doors, etc).
• Develop a pre-planned response for emergency evacuation.
• Post a visual schedule.
• Ensure adequate lighting.
• Keep in mind that facial hair(mustache/beards) can reduce the ability to lip read.

Assessment

• Provide choice for assignments (oral and written presentations).
• Check that the student understands the test questions.
• Provide additional time.
• Allow use of assertive technology.
• Provide written instructions.

See the Deaf and Hard of Hearing page for more information and resources.

See also the teaching strategies for these related areas of student need:
• Assistive Technology
• Articulation Skills
• Hearing
• Metacognitive Skills
• Self-Advocacy Skills
• Self-Esteem
• Social Skills
• Verbal Ability

Characteristics notebook pencil

A student with hearing needs has difficulty detecting speech at conversational levels and/or at louder levels. They will have difficulty with oral instructions and often have reduced class participation. Some will have delayed social skills and language, as well as speech difficulties.

Hearing Aids

FM System (Frequency Modulation)

Resources

Accommodations for Students who are Deaf or Have Hearing Loss

FM Systems Info

Teaching Students with Hearing Loss

Tips and Strategies