| 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.
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| 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.
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| 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.
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| 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).
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| 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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