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What Can Teachers Do? ...

Now that we've examined the diverse classroom impacts that deaf or hard of hearing students may experience, we can look at a series of positive and pro-active strategies to support their equal inclusion and understanding. 

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Remember: Student learning and participation should be done "on the same basis". Meaning, that all decisions we make as teachers are considered and developed from the premise that all students - regardless of a disability - have the same right and capacity to participate in and access classroom and wider school practices. (Attorney-General's Dept., 2005). ​

What is a 'Reasonable Adjustment'?: 

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An 'RA' is any alteration or change made to the "normalised" way of carrying out a classroom task, function or movement. This enables students with disabilities to equally access and participate in their learning experience. 

Adjustments are considered reasonable if they deliver a balanced representation of all involved party's need: student, teacher, whole-class, etc; and these are constantly changing. 

Let's Take a Look at Some Strategies and Adjustments Below ...

  • The Arrangement of Tables: A 'U' or 'Semi-Circle' (â—¡) shape provides all students with maximum visibility of teaching staff, interpreters and peers. Depending on class size, this may be presented in two equal shapes - allowing for the teacher to privately engage without noticeably singling-out specific students (Gaudiot & Martins, 2019). 

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  • Lighting: Harsh fluorescent bulbs, glaring natural light or dim-casting shadows can cause significant strain on the eyes of deaf or hard of hearing students, particularly due to diverse reliance upon lip reading, interpretation of gestures and visual cues. Classrooms should be ideally equipped with curtains or shades and natural-setting bulbs to best moderate a comfortable visual atmosphere (Recalde & Palau, 2021). 

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  • Acoustic Noise: Acoustic Noise refers to how sound travels around a room, including the impact of background noise and sound reverberations. In supporting a student who experiences hearing loss, ideal classroom settings are carpeted - to muffle the sound of steps and fidgeting, curtained - to reduce the infiltration of outside noise, and presented with felt or cork boards (acoustic panels) - to reduce the reverberation of in-class noise (Ghellar et al., 2020). 

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  • Physical Situation: Not all classrooms have the economic resources to reasonably make the above alterations. Subsequently, students who experience deafness or hearing loss are best seated: not directly next to doors or windows and not within the direct path of fans or air-conditioning units (Ghellar et al., 2020). 

Within the Classroom Set-Up ...
Through Gestures and Movement ...
(Whole-School Approach Recommendations)

Key Word Signing: Where possible, integrating Key Word Signing alongside verbal instruction can significantly support students within hearing impairments in both moving through classroom instruction and tasks (Dettman et al., 2022). Remember, Key Word Signing is not Sign Language - however, it borrows common signs from Auslan (Australian Sign Language).

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Auslan Integration: Teachers may take a further step in learning the basics, or a few key phrases, from Auslan. These signs can be utilised both in daily classroom activities, or, in personal communication with students experiencing deafness or hearing loss. As Dettman et al. (2022) shares, teachers who actively integrate Auslan don't simply support student's comprehensive understanding, but importantly foster a classroom culture of acceptance and normalcy that students model. 

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Body Language and Expression: Conversations occurring from behind, to the side, or with backs turned to deaf or hard of hearing students can result in missed information and a sense of participatory exclusion. Subsequently, when addressing students, teachers should optimally face the class and position their bodies in the direction of the addressee/s (Bambaeeroo & Shokrpour, 2017). 

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Through Hearing Loops ...

  • A Hearing Loop is a wireless sound system that broadcasts audio signals (spoken dialogue) directly to all hearing aids within the set area.

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The implementation of a Hearing Loop system within the classroom has several benefits, including (Sarkar & Ghosh, 2024): 

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  • The diminishment of background noise.

  • Cost effectiveness in span of reach and impact. 

  • Enhances clarity of the speaker's tone and pronunciation.

  • Supports equal participation in class discussions. â€‹

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Through Visual Aids and Organisers ...
 

  • Supplementing Verbal Content: Providing pictures, diagrams and posters alongside verbal dialogue can actively support deaf or hard of hearing students in comprehending and utilising key classroom concepts (Sless, 2018). Teachers may also utilise silent mini-breaks for students to write notes against the provided visual aids. 

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  • Prior Resource Provision: As deaf and hard of hearing students generally utilise their eyes to listen, effective note-taking can be challenging whilst attempting to audibly focus. To reduce this challenge, teachers may provide a summarised Graphic Organiser or Infographic for the lesson's coming content. Larger Readings or Texts may also be distributed the day/s before their close analysis. (Sless, 2018).​

Alasim, K. (2021). Inclusion and d/Deaf and Hard of Hearing Students: A Qualitative Meta-Analysis. International Journal of Disability, Development and Education, 70(6), 1120-1146. https://doi.org/10.1080/1034912X.2021.1931818

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Alkhamra, R.A., & Abu-Dahab, S.M.N. (2020). Sensory Processing Disorder in Children with Hearing Impairment: Implications of Multidisciplinary Approach and Early Intervention. International Journal of Pediatric Otorhinolaryngology, 136(1), 1-9. https://doi.org/10.1016/j.ijporl.2020.110154 

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Attorney-General's Department. (2005). Disability Standards for Education 2005. https://www.legislation.gov.au/F2005L00767/latest/text

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Auslanas. (2017, July 22). Auslan. Auslan. https://auslanstorytelling.wordpress.com/. 

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Aussie Deaf Kids. (2022, May 13). Terminology for Deafness. https://www.aussiedeafkids.org.au/terminology-for-deafness.html 

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Bambaeeroo, F., & Shokrpour, N. (2017). The Impact of the Teacher's Non-Verbal Communication on Success in Teaching. Journal of Advances in Medical Education & Professionalism, 5(2), 51-59. 

Bambaeeroo F, Shokrpour N. The impact of the teachers' non-verbal communication on success in teaching. J Adv Med Educ Prof. 2017 Apr;5(2):51-59. 

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Browning, G.G., Weir, J., Kelly, G., Swan, R.C. (2018). Chronic Otitis Media. In J. Watkinson & R. Clarke (Eds.), Scott-Brown's Otorhinolaryngology and Head and Neck Surgery (pp. 1244-1287). Taylor & Francis Ltd. https://doi.org/10.1201/9780203731017

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Dalton, C.J. (2021). Social-Emotional Challenges Experienced by Students Who Function with Mild and Moderate Hearing Loss in Educational Settings. Exceptionality Education International, 21(1), 28-45. Doi: https://doi.org/10.5206/eei.v21i1.7668

 

Dettman, S., Chia, Y., Budhiraja, S., Graham, L., Sarant, J., Barr, C., & Dowell, R. (2022). Understanding typical support practice for students who are deaf or hard of hearing: Perspectives from teachers of the deaf in Australia. Deafness & Education International, 24(1), 24–48. https://doi.org/10.1080/14643154.2020.1841363 

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Ghellar, F., Lovo, E., Arsie, A., & Bovo, R. (2020). Classroom Acoustics: Listening Problems in Children. Building Acoustics, 27(1), 47-59. doi:10.1177/1351010X19886035

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Gleason, J.B., & Ratner, N.B. (2022). The Development of Language (10 ed.). Plural Publishing Inc. 

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Gaudiot, D.M.S.F, & Martins, L.B. (2019). The Classroom Built Environment as an Inclusive Learning Process for the Deaf Students: Contributions of Ergonomics in Design. In F. Rebelo & M. Soares (eds.), Advances in Ergonomics in Design (pp. 531-540). Springer. 

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Fitriani, D., & Prayogo, A. (2020). Addressing Language Development Barriers: A Pedagogical Approach for Young Children With Speech Delay. Advances in Social Science, Education and Humanities Research, 454(5), 81-85. DOI:10.2991/assehr.k.200808.015

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Luft, P. (2022). Deaf and Hard of Hearing Learnings With Intellectual Disabilities: Current Understandings and Remaining Challenges. In C. Guardino, J.E. Cannon, & P.V. Paul (Eds.), Deaf and Hard of Hearing Learners with Disabilities (1 Ed., pp. 101-130). Routledge. 

 

Marschark, M., & Hauser, P.C. (2012). How Deaf Children Learn: What Parents and Teachers Need to Know. Oxford University Press.

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Marschark, M., Shaver, D.M., Nagle, K.M., & Newman, L.A. (2018). Predicting the Academic Achievement of Deaf and Hard-of-Hearing Students From Individual, Household, Communication, and Educational Factors. Exceptional Children, 81(3), 350-369. https://doi.org/10.1177/0014402914563700

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Meadow, K.P. (2023). Deafness and Child Development. University of California Press. 

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Mousley, V.L., & Chaudoir, S.R. (2018). Deaf Stigma: Links Between Stigma and Well-Being Among Deaf Emerging Adults. The Journal of Deaf Studies and Deaf Education, 23(4), 341-350. https://doi.org/10.1093/deafed/eny018

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Partington, P., Major, G., & Tudor, K. (2024). Deaf Students' Perception of Wellbeing and Social and Emotional Skill Development within School: A Critical Examination of the Literature. International Journal of Disability, Development and Education, 71(1), 55-68. https://doi.org/10.1080/1034912X.2022.2092079 

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Podury, A., Jiam, N.T., Kim, M., Donnenfield, J.I., & Dhand, A. (2023). Hearing and Sociality: The Implications of Hearing Loss on Social Loss. Frontiers in Neuroscience, 3(17), 56-72. doi: 10.3389/fnins.2023.1245434 

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Recalde, J., & Palau, R. (2021). Classroom Lighting and Its Effect on Student Learning and Performance: Towards Smarter Conditions. In O. Mealha, M. Rehm, & T. Rebedea (eds.), Co-Design and Tools Supporting Smart Learning Ecosystems and Smart Education (pp.3-12). Springer. 

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Santos, S., & Cordes, S. (2022). Math abilities in deaf and hard of hearing children: The role of language in developing number concepts. Psychological Review, 129(1), 199–211. https://doi.org/10.1037/rev0000303

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Sless, D. (2018). Learning and Visual Communication. (1 ed.). Routledge. 

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Tanna, R.J., Lin, W.J., & De Jesus, O. (2020). Sensorineural Hearing Loss. StatPearls Publishing. 

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