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Hearing impairment

Indicators of possible ‘hearing impairment’

  • The child or young person may mishear words or instructions and need reinforcement and reassurance before beginning task.
  • Fluctuations in attention, may struggle concentrating.
  • Difficulty in understanding peers in group discussions or in noisier environments.
  • The child or young person may have delayed language.

Provision and / or strategies:

  • Ensure staff work together with other professionals e.g. Sensory Support Team.
  • Use appropriate seating and visual materials – see individual learning plan for requirements.
  • Ensure instructions are delivered clearly and at an appropriate volume.
  • Check the lesson content has been effectively communicated and understood, particularly when delivering new information, instructions or homework; and/or using unfamiliar vocabulary.
  • Repeat / rephrase pertinent comments made by other children and young people (CYP) ensuring the CYP can accesses those comments.
  • Be aware the CYP may use lip-reading and visual clues to support their hearing. Ensure that they are face on when you are giving instructions. Try not to move around the room whilst talking.
  • Be aware of communication system development including eye contact, body language and facial expressions.
  • Use visual reinforcement (pictures and handouts), to support learning.
  • Consider using visual timetables and visual cues such as sand timers, to support sharing.
  • Be aware that during P.E. or games lessons it will be more difficult to follow instructions.
  • Consider that words spoken on an audio/visual recording may need a person to repeat what is being said, provide written copy and/or use subtitles.
  • Consider the environment e.g. carpeting, soft furnishing, rubber feet on the table and chair legs etc. will reduce noise.
  • Seat away from any source of noise e.g. window, corridor, fan heater, projector, the centre of the classroom etc.
  • Encourage good listening behaviour: sitting still, looking and listening.
  • Encourage CYP to ask when not sure what to do.
  • Establish a quiet working environment, particularly for specific listening work.
  • Ensure all staff who work with a CYP with hearing impariement (HI) should be made aware how best to support in school.
  • Arrange for adults working directly with CYP with HI to have appropriate training i.e. British Sign Language (BSL).
  • Work together with other professionals to share strategies and advice to support the CYP.

Last updated 3 September 2020

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