A hearing loss is significant when a child:
- Has unilateral hearing loss which is not aided
- Has a fluctuating hearing loss
- Requires audiological equipment to support their listening e.g. hearing aid/s, cochlear implant, FM systems, etc.
- Has difficulty adapting to environments with high levels of background noise.
- Misses out on incidental learning e.g. Group discussions
- Has a delay in acquiring and maintaining language and communication skills at an age-appropriate level.
- Has low self-esteem and confidence
- Has difficulty with social interaction
A child/ young person with a hearing impairment may have difficulties with:
- Attention and listening
- Language and communication
- Literacy and numeracy skills
- Making links between different areas of learning and generalising learning to everyday experience
- Developing reciprocal friendships.
- Participating in class discussions
- Understanding subject specific language
- Learning new concepts
- Clarity of speech
- 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
- Use of audiological equipment in the classroom.
- Differentiated lesson planning/delivery modified in terms of:
- Use of visual resources.
- Modifying language and scaffolding of subject-specific vocabulary.
- Approach (i.e., multi-sensory, related to the child’s everyday experience, ICT etc.
- Pace (i.e., extra time for responses to questions, contributing to class discussions and activities)
- Cueing and reinforcing children’s listening/attention
- Management of turn taking in classroom discussions with repetition of key points made by others.
- Checking understanding and reinforce by repetition, rephrasing, explaining/ demonstration
- Opportunities for pre-teaching, consolidation language and social interaction
- Good role models of language from adults and peers
- 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.
- Physical environment: background noise is reduced, good room acoustics and seating plan is used to optimise listening and visual access to lip patterns.
- Use additional support staff and note takers to give equal access to learning if appropriate.
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:
- Support student and school staff to understand hearing loss and promote independent use of audiological equipment through training, regular checks and monitoring.
- Assess and advice on the impact of the child’s hearing loss on language & learning.
- To support child’s personal understanding of their HI and develop their confidence and independence into adulthood.
- Support and advice on child’s language and social emotional needs and access the curriculum.
- 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.
- Individual/small group programmes reinforced by appropriate language activities, literacy and numeracy skills, pre-teaching and reinforcing curriculum learning, study skills, etc.
- Use language assessments to inform an annual report and provide input into statutory assessment and subsequent review meetings as appropriate.
- Where appropriate set targets in partnership with the school staff, child and family and outside agencies.
- Advice to school on room acoustics in accordance to the HI Child’s audiological needs.
- 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)