Download Profound and severe hearing loss

Service for Children with Sensory Needs
Tel/minicom: 01273 481154
Fax: 01273 481377
Email: [email protected]
Meeting the needs of pupils with severe and
profound hearing loss
A mainstream school with a pupil with this degree of hearing loss would
be receiving regular input from this service. Pupils’ functional hearing will
vary greatly in this group. This leaflet is intended to give an overview only.
Fuller information would be provided by the visiting teacher.
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This type of hearing loss is usually sensorineural (in the inner ear), and
permanent. Pupils with severe hearing loss will not hear conversation
at ‘normal’ level. Hearing aids (or cochlear implants) are essential.
Pupils with profound hearing loss will only hear a few loud sounds
without their hearing aids.
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Pupils may communicate orally, or use sign language (British Sign
Language), or a combination.
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Pupils often use lip and face reading skills to support their
understanding.
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These pupils’ hearing will generally be managed medically by an
audiology department at a hospital, which prescribes and fits
appropriate hearing aids.
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This service may issue and maintain a radio aid system for the pupil.
What are the implications?
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Any listening activities will need to be differentiated to include this pupil. Additional
planning may therefore be required. The visiting teacher can provide information and
support.
Some pupils may need varying degrees of input from an Individual Needs Assistant.
This level of hearing loss can impede communication but does not reflect a pupil’s
academic ability.
There are likely to be implications for the pupil’s understanding of vocabulary and
language structures.
These pupils may have an incomplete understanding of concepts and general
knowledge.
A high level of concentration is needed by these pupils to communicate, and so they
may get particularly tired through the day.
Although it may not be obvious, these pupils are likely to use lipreading and other
facial clues to support their listening.
Hearing aids do not restore ‘average’ hearing. Speech through a hearing aid will be
distorted. The aids’ effectiveness diminishes over distance. Even digital hearing aids
amplify unwanted noises, as well as speech.
Strategies to support inclusion
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be discreet and sensitive when you refer to his hearing loss
keep background noise to a minimum
ensure she can see your face clearly, do not cover your face, and try not to move
around a lot when speaking
ensure he is seated where he has a good view of you and the class
try to stand in a well lit area (and not in front of a window or bright light) when you
are talking
attract his attention before you speak – eye contact is good
speak - with normal lip patterns and at a normal pace
don't ask her to read or write at the same time as you are talking, or she is watching
a videos as she needs to lipread you to follow what is said
direct his attention towards another speaker and repeat 'in a nutshell' what other
pupils have said in discussions
reinforce what you say with writing when possible - e.g. new vocabulary, what the
homework is, what she needs to bring in tomorrow
give a context to what you say - with language and with any other resources you
have - such as pictures, gestures
encourage her to take part in the lesson
he will find it difficult to follow audiotapes and videos - but it would help him if you
‘recapped’ regularly
check she has followed sound based work – eg – spellings, verb tenses, rhymes,
songs
check that he has understood key points in general
informed use by staff of FM radio aid systems when issued