Hawley Center

Hearing Impairments

Hearing impairment is a broad term that refers to hearing losses of varying degrees from hard-of-hearing to total deafness. The major challenge facing students with a hearing impairment is communication. Students who are hearing impaired vary widely in their communication skills. Among the conditions that affect the development of communication skills of persons with hearing impairments are personality, intelligence, nature and degree of deafness, degree and type of residual hearing, degree of benefit derived from amplification by hearing aid, family environment and age of onset.

Most students with hearing impairments use a variety of communication methods. The most frequently used method is a combination of speech reading (lip-reading) and residual hearing, which is often amplified by hearing aids. It is important to note that speech reading is only a partial solution. Experts estimate that only 30 to 40 percent of spoken English is distinguishable on the lips even by the best speech readers under the most favorable conditions.

Students who are totally deaf will typically use signed English or American Sign Language as their primary means of communication. Faculty should be aware that American Sign Language is not the exact equivalent of the English language. It is a concept-based shorthand method of communication with syntax quite different from English. As a result, many students who are deaf have not mastered the grammatical subtleties of English, which is their second language.

Students who have manual communication skills will usually have an interpreter with them in the classroom. There are two types of interpreters - oral and manual. The oral interpreter "mouths" what is being said and the manual interpreter uses sign language. The two methods are often combined. Court reporters using a transcription method called "real time translation" have also been used in the classroom.

Be cautious in making assumptions about the ability of a student who is hearing impaired to participate in certain types of classes. Students who are hearing impaired may be able to participate and learn as much as students without a disability in courses typically assumed to require hearing. Some students who have hearing impairments will have enough residual hearing so that amplification through hearing aids, personal FM transmitter/receiver units, or the use of interpreters will allow participation. It is always best to discuss the requirements of a class with the student and the Hawley Academic Resource Center staff to determine if there are ways in which the materials can be modified to facilitate participation.

Instructional strategies and potential accommodations

Provide preferential seating. Students with hearing impairments need to sit where there is an unobstructed view of the instructor. Repeat comments and questions asked by other students who are not in the range of vision of the student with a hearing impairment. Use visual media, especially overhead projectors, often. Verbal presentations can be reinforced by providing printed text or outline when possible. Provide a script or outline of slides, films, or videotaped materials. Closed captioned films are necessary if they are available. Prepare a course outline, a syllabus, technical terminology and a list of learning objectives for the class ahead of time. Supply a list of technical terminology or specialized vocabulary to the interpreter and the student with a hearing impairment before the lecture. Because class formats are so varied, it is recommended that the faculty member, interpreter and student arrange a conference early in the semester to discuss any special arrangements that may be needed. Most students who have a hearing impairment can be evaluated in the same way as other students. On written tests, it has been found that some deaf students, especially pre-lingual ones, do better if an interpreter reads and translates the questions to the students in sign language. However, many other students who are deaf prefer to read tests themselves. If the method of evaluation is oral, the interpreter can interpret the student's answers for the instructor. Assure that students who have hearing impairments are informed of important information like class cancellations, class relocation, assignments and tests by providing the details in a handout and on the chalkboard. Establish a system of getting messages to students with hearing impairments. Be prepared to reword sentences when a student who has a hearing impairment does not understand what is being said. Be objective when evaluating written materials from students who have hearing impairments. Advise students to seek additional academic assistance at the Hawley Academic Resource Center when they have grammar and syntax problems and are unable to express themselves fluently.

Test adaptation and administration alternatives

Allow oral test administration with the aid of an interpreter. Allow extended time for taking tests. Discuss testing arrangements with the Hawley Academic Resource Center staff early in the semester to assure that the process will be smooth when it is actually exam time.

Communication suggestions

Attract the attention of the student with a hearing impairment before speaking, using a cue such as a tap on the shoulder or a wave. When using an interpreter, speak directly to the student and not to the interpreter. The student should have the option of watching both the speaker and the interpreter. Keep your face in view of the student. Speak in natural tones and try to avoid facing the chalkboard while speaking. Speak clearly and naturally without exaggerating lip movements or volume. Avoid standing in front of a light source like a window - the glare from behind makes it difficult to read lips. Do not chew gum, smoke, or otherwise obstruct the area around your mouth with your hands or other objects that interfere with speech reading. Recognize the processing time that the interpreter takes to translate a message. Provide time for the student to receive the information, ask questions or offer comments.

Last Updated: 11/18/11