Hearing Impairment

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Introduction

A hearing loss is significant when a child:

  1. Has unilateral hearing loss which is not aided
  2. Has a fluctuating hearing loss
  3. Requires audiological equipment to support their listening e.g. hearing aid/s, cochlear implant, FM systems, etc.
  4. Has difficulty adapting to environments with high levels of background noise.
  5. Misses out on incidental learning e.g. Group discussions
  6. Has a delay in acquiring and maintaining language and communication skills at an age-appropriate level.
  7. Has low self-esteem and confidence
  8. Has difficulty with social interaction

A child/ young person with a hearing impairment may have difficulties with:

  1. Attention and listening
  2. Language and communication
  3. Literacy and numeracy skills
  4. Making links between different areas of learning and generalising learning to everyday experience
  5. Developing reciprocal friendships.
  6. Participating in class discussions
  7. Understanding subject specific language
  8. Learning new concepts
  9. Clarity of speech
  10. Managing their equipment

Hearing impairment can significantly impact attainment due to difficulties of accessing learning. However, with the right support, attainment should be age appropriate.

Quality first Teaching

  1. Use of audiological equipment in the classroom.
  2. Differentiated lesson planning/delivery modified in terms of:
    1. Use of visual resources.
    2. Modifying language and scaffolding of subject-specific vocabulary.
    3. Approach (i.e., multi-sensory, related to the child’s everyday experience, ICT etc.
    4. Pace (i.e., extra time for responses to questions, contributing to class discussions and activities)
  3. Cueing and reinforcing children’s listening/attention
  4. Management of turn taking in classroom discussions with repetition of key points made by others.
  5. Checking understanding and reinforce by repetition, rephrasing, explaining/ demonstration
  6. Opportunities for pre-teaching, consolidation language and social interaction
  7. Good role models of language from adults and peers
  8. Visual aids to support understanding including pictures, gesture, signs, symbols, models, examples, ICT, demonstrating, use of subtitles or transcripts, visual/written instructions for homework etc.
  9. Physical environment: background noise is reduced, good room acoustics and seating plan is used to optimise listening and visual access to lip patterns.
  10. Use additional support staff and note takers to give equal access to learning if appropriate.

SEN Support

up to 5 hours individual teaching/13 hours teaching assistant support per week (or a mix of the two as appropriate) and/or the provision of equipment that is not normally available for:

  1. Support student and school staff to understand hearing loss and promote independent use of audiological equipment through training, regular checks and monitoring.
  2. Assess and advice on the impact of the child’s hearing loss on language & learning.
  3. To support child’s personal understanding of their HI and develop their confidence and independence into adulthood.
  4. Support and advice on child’s language and social emotional needs and access the curriculum.
  5. Range of support offered to school through planned group work, in class support and 1:1 support in accordance to National guidelines (National Sensory Impairment Partnership Eligibility Criteria); ranging from annual, termly, weekly and multiple weekly visits.
  6. Individual/small group programmes reinforced by appropriate language activities, literacy and numeracy skills, pre-teaching and reinforcing curriculum learning, study skills, etc.
  7. Use language assessments to inform an annual report and provide input into statutory assessment and subsequent review meetings as appropriate.
  8. Where appropriate set targets in partnership with the school staff, child and family and outside agencies.
  9. Advice to school on room acoustics in accordance to the HI Child’s audiological needs.
  10. Baselines and subsequent progress accurately monitored and provision regularly reviewed and adjusted in line with progress over a sustained period (i.e., at least 2 terms)

Source

Leicester CC Provision ideas