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.