Students Who Are Deaf or Hard Of Hearing

This blog is designed to give information to high school teachers who may have students who are deaf or hard of hearing (DHH) in their classrooms. It aims to provide easy to understand, practical strategies that can be implemented in a school environment to make a classroom more inclusive for students who are deaf or hard of hearing. There are information pages that provide background information on students who are deaf or hard of hearing, as well as possible needs of these students. I have also provided a page dedicated to teaching strategies that can be implemented in the classroom to make learning more accessible for students who are deaf or hard of hearing. Finally, there is a section which outlines some useful resources and references which may help you create a more inclusive, effective classroom environment. I also post some helpful videos and pictures which further support my research! Thanks for visiting my blog! :)

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Eye opening video about what it is like to be deaf or hard of hearing in a sound driven world. Resources like this are great to develop a better background understanding of the experiences students who are deaf or hard of hearing may face daily. 

Uploaded by TEDx Talks on YouTube.

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Very insightful video about a multitude of assistive technologies that can be used for students who are deaf or hearing impaired. 

Video uploaded by OklahomaABLETech on YouTube.

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Including the Family in the Process - Tips and Things to Consider

It is vital to include the family in the student's learning process. They are crucial to the success of any interventions or programs you put in place to improve the students learning outcomes.

The family are a wealth of information regarding the student's behaviours, study patterns, and social interactions outside of the classroom. Working together to communicate knowledge about the child can help you to tailor the student's program to the individual.

Avoid only involving parents when there is a negative issue; try and keep them updated and involved in the positive aspects of their child's educational outcomes as well.

It is important to communicate with the family, but it also imperative that you listen to their concerns and try your best to remedy them.

Having an honest communication with the family can help to address issues in their early stages.

Contact with the parents will increase your sense of accountability for the students success, and you will therefore be more likely to implement strategies to further their success in this event.

Parents and families are present throughout the child's whole education and thus they have seen their development, and would likely have a strong vested interest in the success of the student.

Meet with families and provide them with methods in which to contact you and other school personnel easily.

All tips sourced from:

Gallaudet.edu,. (2014). Involving the Family. Retrieved 16 October 2014, from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/re

Mitchell, D. (2008). What really works in special and inclusive education (1st ed.). London: Routledge.

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Dos and Don'ts - This information is part of an online guide, Resources for Mainstream Programs. It is a comprehensive list of Do's and Don't's when teaching students who are deaf or hard of hearing. Great resource for teachers who are new to teaching students with hearing loss, and provides great advice for how to help these students excel in a mainstream class!

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Classroom Organisation Strategies

Students who are deaf or hard of hearing often have to substitute their lack of hearing with another form of communication in order to participate in classroom activities1. Because of this, there is a need for strong visual attention for the student.2 If the student does not maintain visual attention, it is possible that they may miss vital information that you are trying to convey3 and with a lack of verbal communication it would be difficult for you to pick up on exactly what information the student had missed. It is important then that students who are deaf or hard of hearing be placed in a position in the classroom where they can mainstream visual attention in order to reduce the likelihood that they will miss information.4 It is also important that students who are deaf or hard of hearing be able to maintain visual contact with other students in the class so that they may be able to understand discussion that is occurring. Seating students in a semicircle or U-shaped setting would allow this visual interaction.5

(Image sourced from http://www.wpsd.org/academics/children-center-preschool/)

While it is important to seat a student who is deaf or hard of hearing where they may have best visual attention, it is also important to provide the student with some control over their seating, and thus it is not always necessary to choose their seat for them.6 Providing the student with autonomy is a necessary consideration in the inclusiveness of your classroom. As mentioned previously, students who are deaf or hard of hearing should be treated equally to other students in the classroom and provided with the same amount of freedom and responsibility that other students enjoy.

Another consideration in regards to classroom management is if the student is using an interpreter. As mentioned in other sections, students who are deaf or hard of hearing are often considered bilingual in the classroom – learning both English and Sign Language.7 It is for this reason that some students who are deaf or hard of hearing are given support in the form of an interpreter. The main role of an interpreter in the classroom is to translate the spoken English into appropriate sign language for the student or to translate the students signing into spoken English.8 When a student requires a translator, it is important to consider the effects this has on the classroom environment. The interpretor should always be in the line of sight of the student, so that they can effectively maintain visual contact. It is important to ensure that this is the case in order to fully utilise the translator in the classroom environment.

1 Schultz, J., Lieberman, L., Ellis, M., & Hilgenbrinck, L. (2013), p 53

2 Herring-Harrison, T., Gardner, R. and Lovelace, T. (2007). Adapting peer tutoring for learners who are deaf or hard of hearing. Intervention in School and Clinic, 43(2), p 84

3Herring-Harrison, T., Gardner, R., and Lovelace, T. (2007) p 84

4 Gallaudet.edu,. (2014). Student Seating. Retrieved 16 October 2014, from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/res

5Herring-Harrison, T., Gardner, R., and Lovelace, T. (2007) p 84

6 Gallaudet.edu,. (2014). Student Seating.

7 Marschark, M., Spencer, P., Adams, J. and Sapere, P. (2011). Teaching to the strengths and needs of deaf and hard-of-hearing children.European Journal of Special Needs Education, 26(1), p 52

8 Schultz, J., Lieberman, L., Ellis, M., & Hilgenbrinck, L. (2013). p 52

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Communication Considerations

Communication is a vital part of creating an inclusive classroom environment for all students, but particularly students who are deaf or hard of hearing. A critical part of many educators teaching methods involves a reliance on lecturing and class discussion, and this can be problematic for students who are deaf or hard of hearing.1 Many students lip read, or have access to translators but this is still a tough area for students who are deaf or hard of hearing. Research has suggested that just 46% of useful language is effectively conveyed through the use of speech-reading, 65% with finger-spelling and over 90% where all communication methods are employed.2 This means that it is important as educators to find ways in which multiple communication methods can be integrated into the classroom environment. One method of improving communication with students who are deaf or hard of hearing is to teach the class (and themselves) some basic sign language in order for the whole classroom environment to be able to communicate with the student in their own language.3 Integrating sign language into the classroom environment sounds like a daunting task, but just by teaching students a few basic words and the alphabet, it doesn't just improve communication, but could also encourage other students to be more empathetic towards students who are deaf or hard of hearing.

Due to the lack of verbal language used by some students who are deaf or hard of hearing, it is important to find other measures that harness their other communicative skills. Students who are deaf or hard of hearing have been seen to show a preference for visual and kinetic learning, so it is important that these strengths are played to when communicating in a classroom.4 The use of visual aids or demonstrations can more effectively communication information with students who are deaf or hard of hearing, and this should definitely be harnessed in an inclusive classroom.5

(Image sourced from http://chavon2013.global2.vic.edu.au/auslan/)

1 Stinson, M., Elliot, L., Kelly, R. and Liu, Y. (2009), p 52

2 Schultz, J., Lieberman, L., Ellis, M., & Hilgenbrinck, L. (2013), p 54

3Ibid, p 53

4Ibid

5 Marschark, M., Spencer, P., Adams, J. and Sapere, P. (2011), p 20

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Assessment Considerations for Students who are Deaf or Hard of Hearing

Making assessments appropriate for students who are deaf or hard of hearing can be done in two ways – through accommodations and alternate assessments.1 Accommodations involve making the test more accessible to students with disabilities through the use of a wide range of modifications. Accommodations are not designed to change the nature of the test or the way in which the test measures the students learning, but instead provides the student with a variety of different ways in which to respond and participate in the assessment process.2 Accommodations are also interested in making sure that the factors that may penalise a student for their disability is removed.3 The most common form of accommodation used is that of extra time – providing the student with greater time to read the test, or to respond to the activities in the test.4 Another form of accommodation which may be used is the use of a scribe or translator to aid the student in the understanding or responding to the assessment. This can particularly help students who may have multiple disabilities e.g. students who are deaf or hard of hearing that also have Cerebral Palsy.5

Accommodations are important for students who are deaf or hard of hearing as it allows them to appropriately respond to assessment in a meaningful way while limiting the boundaries that they have to overcome in order to do so. It is also vital for us as educators to make meaningful assessments for students who are deaf or hard of hearing in order to determine and design appropriate teaching strategies to implement in the classroom.6 Students who are deaf or hard of hearing do not often take alternate assessments unless their hearing loss is paired with multiple disabilities.7

(Image sourced from http://www.robeson.k12.nc.us/Page/45307)

1 Cawthon, S. (2009)

2Cawthon, S. (2007), p 463

3ibid

4Cawthon, S. (2009), p 6

5ibid

6 Phillips, J., Wiley, S., Barnard, H. and Meinzen-Derr, J. (2014). Comparison of two nonverbal intelligence tests among children who are deaf or hard-of-hearing. Research in developmental disabilities, 35(2), p 470

7Cawthon, S. (2007), p 476

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This table is a great summary of things to consider when using visual aids with your students who are deaf or hard of hearing! 

Source: Schultz, J., Lieberman, L., Ellis, M., & Hilgenbrinck, L. (2013). Ensuring the success of deaf students in inclusive physical education. Journal Of Physical Education, Recreation \& Dance, 84(5), 51--56.

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Needs of Students who are Deaf or Hard of Hearing in the Classroom

Students who are deaf or hard of hearing have very diverse needs in an inclusive classroom based on their level of hearing loss and their learning ability. Some of the general needs of students who are deaf or hard of hearing include:

To be made to feel welcome in the classroom environment and to feel as if though their disability is understood by their peers and teachers

To have the appropriate assistive technologies placed in the classroom where necessary or available

To be treated equally along with the other students, as well as to be taught in a positive and flexible learning environment

To be given specific, direct instructions throughout the lesson.

To be given appropriate processing time for information as many students who are DHH must translate information into a different language (eg Auslan).

To be placed at the front of the classroom or in an optimal location for the students who are DHH to be able to lip-read if necessary or able.

To be able to work in appropriate groups to develop communication

To have as much visual access to resources and curriculum information as possible. If possible, it is helpful for your students who are DHH to receive these notes prior to class in order for them to sufficiently prepare for lessons. 12

1Bced.gov.bc.ca,. (2014). BC Ministry of Education - Special Programs: Hearing Impairments. Retrieved 13 October 2014, from http://www.bced.gov.bc.ca/specialed/hearimpair/needs.htm

2Deaftec.org,. (2014). Student Top Ten Wish List. Retrieved 13 October 2014, from http://deaftec.org/classact/student-perspectives/top-ten

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What is 'Deafness' or 'Hard of Hearing' (DHH)?

There are several terms that can and have  be used to describe hearing loss: hearing impairment, deaf and dumb, deaf and hard of hearing, etc. The term 'hearing impairment' covers a broad range of hearing abilities from minimal hearing loss to those who have severe hearing loss or 'deaf'.12 Many members of the Deaf community dislike the use of the term 'hearing impairment' as it intends to cover such a wide range of hearing abilities under an umbrella term and fails to make known the distinctions between these groups.3 Deaf Australia suggests the use of terms such as 'deaf' or 'deaf or hard of hearing' (DHH) instead.4 Students who are deaf or hard of hearing cover a large range of hearing levels, from mild to profound,5 and this wide variety of Deafness is caused by a range of issues, including genetic conditions, ageing, trauma, or illnesses such as Measles, Hepatitis B etc.67 Deafness or hearing loss is a low incidence disability,8 but there is an increasing number of students who are deaf or hard of hearing who are being educated in mainstream, inclusive classrooms.9

Students who are deaf may have little to no verbal communication, depending on the age of which they lost their hearing and how severe their hearing loss is.10 This creates challenges for them in a classroom setting as they may miss out on information inputs due to their limited communication.

(Image retrieved from http://www.ntid.rit.edu/news/deaf-education-new-philosophy)

In order to teach students who are deaf or hard of hearing (DHH) effectively, it is important that as educators we understand how their deafness may have occurred and the different types of deafness that are prevalent in the student population. There has been research to suggest that because deafness is a low incidence disability, many educators know little to none about the origins and features of this disability.11 There are two main types of hearing loss: conductive and sensorineural. These types are dependent on the location in the ear from which the hearing loss originates. For students with conductive hearing loss, their deafness is in the eardrum and the outer/middle ear, and their hearing is often described as sounding like having fingers in your ears. On the other hand, sensorineural hearing loss is located in the inner ear.

(Image retrieved from http://www.myvmc.com/anatomy/ear/)

Some students may have a combination of both conductive and sensorineural hearing loss.12 Some students may have hearing loss in one of their ears, while others may have lost their hearing in both ears. Some students may have had hearing loss since birth while other students may have developed hearing loss. This range of circumstances means that as educators we must assess on an individual basis how to make a classroom more inclusive for a student who is deaf or hard of hearing (DHH).

1Strnadová, I. (2014). Persons With Sensory Impairments. Lecture, UNSW.

2Cawthon, S. (2009). Making decisions about assessment practices for students who are deaf or hard of hearing. Remedial and Special Education.

3 Australia, D. (2014). Terminology. Deafau.org.au. Retrieved 13 October 2014, from http://www.deafau.org.au/info/terminology.php

4ibid

5Cawthon, S. (2009) p 4

6Pubsites.uws.edu.au,. (2014). Hearing impairment or deafness | What is disability? | Education to Employment. Retrieved 13 October 2014, from http://pubsites.uws.edu.au/ndco/employment/what/hearing.htm

7Strnadová, I. (2014). Persons With Sensory Impairments. Lecture, UNSW.

8 Luckner, J. (2006). Evidence-based practices with students who are deaf. Communication Disorders Quarterly, 28(1), p 49

9 Stinson, M., Elliot, L., Kelly, R. and Liu, Y. (2009). Deaf and hard-of-hearing students' memory of lectures with speech-to-text and interpreting/note taking services. The Journal of Special Education, 43(1), p 52

10 Foreman, P. (2008). Inclusion in action (1st ed.). South Melbourne, Vic.: Thomson.

11 Marschark, M., Spencer, P., Adams, J., & Sapere, P. (2011). Evidence-based practice in educating deaf and hard-of-hearing children: teaching to their cognitive strengths and needs. European Journal Of Special Needs Education, 26(1), p 6

12 Schultz, J., Lieberman, L., Ellis, M., & Hilgenbrinck, L. (2013). Ensuring the success of deaf students in inclusive physical education. Journal Of Physical Education, Recreation \& Dance, 84(5), 51--56.

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Deaf Awareness Week is upon us here in the UK! :D These pictures highlight the importance of lip-reading for Deaf and hard of hearing people all over the world…

We hate it when people mumble

we hate it when people cover their mouths

we hate it when people shout thinking we’ll hear better

we hate it when more than one person speak to us at the same time

we hate it when people do speak clearly….

BUT we do love it when people make the effort to talk clearly to us :)

Happy Deaf Awareness week!!

xx

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This is part 2 of the series below. Great, informative resource for teachers who may have a student in their class with a hearing impairment.

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This is part 1 of 2 videos that displays the need for inclusive education and the way in which it can be achieved in a mainstream classroom. 

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A great video about assistive technologies in the classroom and a good motivator to question the amount you are doing to create an inclusive classroom. Video uploaded by teneile749 on YouTube.

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An in-depth look at several aspects that are included in teaching students who are deaf or hard of hearing (DHH). Posted by Zina Jawadi on YouTube.

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Very informative video called "What is it like to be deaf?" by YouTube user Iamdeffamilia. I think this video gives a great perspective on deafness and is helpful in understanding what it would be like being a student who is deaf or hard of hearing (DHH) in an inclusive classroom.