Students with a Hearing Impairment

Description of Student
  • Partial or complete loss of hearing.
  • Apparent fluctuations in responses to sound.
  • Some difficulties with spoken language.
  • Some difficulties maintaining attention for longer periods of time.

 

The types of intervention and support
  • All teachers are teachers of children with special educational needs (COP 5:2)
  • Whole school awareness and understanding of how to support students with Hearing Impairments.
  • The students’ hearing with be assessed by a qualified professional, who will make recommendations for the provision in school and refer on to other agencies if required. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching may be helpful.
  • Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for students.
  • Staff are skilled in adjusting the pace and order of activities to maintain interest and attention.
  • May require some additional support from Learning Support Assistants in lessons.
  • May require scheduled meetings and visits with the Teacher of the Deaf.
  • May benefit from focused/small group intervention from Aspire.

 

The learning environment
  • Sensitively placed when working in groups.
  • Staff to consider individual seating arrangements – seat near the front of the classroom.
  • Staff to wear radio microphones.
  • Subtitles, transcripts and visual materials to provided, as and when appropriate.
  • Students to be timetabled into classrooms which meet BATOD standards.

 

Partnership with parents, carers and other agencies
  • Involvement from the Hearing Impairment Team and the Teacher of the Deaf.
  • Review meetings with the young person, parents and external agencies (as appropriate).

 

Progress indicators
  • The student is able to access curriculum content.
  • The student is making expected levels of progress, which is in line with their peers.
  • The student is fully integrated in lessons.
  • The student is able communicate and interact confidently with their peers.
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