Accommodation and Adaptation Strategies for Children
with Hearing Impairment
Hearing Impairment: Definition and Type
Definition
Sensorineural
Hearing loss
The term "hearing impaired" is often used to
describe people with any degree of hearing loss, from mild
to profound, including those who are deaf and those who
are hard of hearing.
Types
Mixed Conductive
Hearing loss Hearing loss
Characteristics & Symptoms
Difficulties in various Cognitive
processes
Difficulties in Communication skills
Muffling of speech and other sounds
Delay Personal and Social Difficulty understanding words, especially
against background noise or in a crowd
Development
Trouble in hearing consonants
Issues in personality Frequently asking others to speak more slowly,
clearly and loudly
Emotional behaviours issues
Needing to turn up the volume of the television
or radio
Withdrawal from conversations
Avoidance of some social settings
Psychological Effects Role of A Special Educator
Special Educators should provide services like:
Depression
Regular speech, language & auditory training from a
Anxiety specialist
Shame, guilt and anger. Amplification systems
Lack of concentration. Service of interpreter for those in need of manual
communication
Worry and frustration.
Favorable seating in class to facilitate speech reading
Insecurity.
Assistance of a note taker
Embarrassment
Counseling
Self-criticism and low self confidence
Supplement verbal instructions with handouts or visual
Adjustment problems. aids
Core provisions under Intervention
Communication Training
Plan
Communication Training Auditory Training
Modification of physical environment Sign language
Finger spelling
Instructional modification
Speech reading/Lip reading
Modifications in teaching learning materials Cued Speech
Modifications in Evaluation Auditory - Oral communication
Manual communication
Peer tutoring
Total Communication
Buddy systems Bilingualism
Provision of Audiologist and a interpreter Speech Therapy
Various accommodation & Adaptations
Physical
Communicatio
Arrangement
n
s
Various
Accommodation &
Adaptations
Instructional
Evaluation
Strategies &
Process
Delivery
Classroom accommodation in the Physical Arrangement
Circular seating/Desk arrange in rows
Seat students near the teacher to maximize use of residual hearing
Encouraged to use a hearing aid
Seat students away from windows where glare or unnecessary distractions are present
Need to adjust the lighting in your teaching environment.
Amplification & Assistive devices, captioning or script for announcements
Seat students in a position where they can take advantage of all visual cues
Written rules and procedures posted in locations that students can see
Classroom accommodation in the Physical Arrangement
Optimize use of bulletin boards
State rules in a positive way
Announcements made regarding class times, activities, field work, etc. should be given in writing
Provide visual time reminders for students during class period so that they know how much time is
available
Establish routines and visual cues for period transitions and other changes
Establish a buddy system/peer support system
Encourage peer tutorials/cooperative learning arrangements
Class room Accommodations in the Communication
Teachers should make use of good communication techniques to facilitate listening/speech reading.
Directly face the student and be in close proximity (3-5 feet)
Get the student’s attention before speaking
Step by Step instructions
Repeat or rephrase information when necessary
Allow extra time for processing information
Stand in one place if possible
Speak at a slow/moderate level and speak clearly
Class room Accommodations in the Communication
Give clear indications of the topic of conversation and alert the student to a change in topic
Avoid drinking or chewing while talking
Beards and moustaches can make speech reading more difficult, keep beards and moustaches trimmed
Keep hair and hands away from the mouth when speaking
Use facial expressions, body language, gestures, etc. when appropriate (don’t exaggerate) – this will help in
emphasizing a point where as voice fluctuations may not be interpreted
Rephrase (rather than repeat) message if the student has a difficult time understanding
Point to other students or say the name of the student who is asking a question or making a comment
Avoid speaking while writing on the board
Accommodations in Instructional strategies & materials
Provide a study guide of the key concepts, questions, vocabulary, and facts when introducing new
material. Include page numbers where information can be found in textbook.
Pre-teach important vocabulary and concepts.
Ensure that lists of the subject-specific jargon and technical terms which students will need to acquire are
made available early in the course.
Encourage students to request clarifications and to ask questions
Check comprehension by asking students to summarize or by asking them to answer questions
Utilize a variety of instructional formats
Emphasize main points visually
Use visual aids and other instructional materials to facilitate learning
Accommodations in Instructional strategies & materials
Any videos or films used should, where possible, be captioned.
Assign note-takers.
Provide extra practice
Use of visual supplements(project ted materials, white board, chart, vocabulary lists, lecture
outlines)
Highlighting text/key words, write keywords on the board or chart
Frequent use of sight words/flash cards and word cards
Use of concreate objects, pictures, mind mapping and graphic organizers
Accommodations in the Evaluation process
You are NOT expected to lower standards to accommodate students with a disability but rather
are required to give them a reasonable opportunity to demonstrate what they have learned.
When their range of vocabulary is limited, students may require the use of a thesaurus or
dictionary during exams
Modify vocabulary used in test items to match student abilities.
Allow more time to complete assignments.
Use cooperative learning experiences to develop cooperative small group
projects.
Use peer tutors, paraprofessionals, or volunteers to work with student on task.
Allow students to make models, role play, develop skits, and create art projects
to demonstrate their understanding of the information
Allow written or drawn responses to serve as an alternative to oral presentations.
