The causes and degrees of hearing loss vary across the deaf and hard of hearing community as do methods of communication and attitudes toward deafness. In general, there are three types of hearing loss:
Conductive loss affects the sound conducting paths of the outer and middle ear. The degree of loss can be decreased through the use of a hearing aid or by surgery. Individuals might experience ringing in the ears. Sensorineural loss affects the inner ear and the auditory nerve and can range from mild to profound. People with sensorineural loss might speak loudly, experience greater high-frequency loss, have difficulty distinguishing consonant sounds, and have difficulty hearing well in noisy environments.
Mixed loss results from both a conductive and sensorineural loss.
Given the close relationship between oral language and hearing, students with hearing loss might also have speech impairments. One's age at the time of hearing loss determines whether the individual is prelingually deaf (hearing loss before oral language acquisition) or adventitiously deaf (normal hearing during language acquisition). Those born deaf, or who become deaf as very young children, might have more limited speech development.
Some Considerations
The inability to hear does not affect an individual's native intelligence or the physical ability to produce sounds. Look directly at the person with a hearing loss during a conversation, even when an interpreter is present. Speak clearly, without shouting. If you have problems being understood, rephrase your wording. Writing is also a good way to clarify.
Common accommodations for students who are deaf or hard of hearing include sign language or oral interpreters, assistive listening devices, C print, volume control telephones, signaling devices (e.g., a flashing light to alert individuals to a door knock or ringing telephone), priority registration, early syllabus, and captions for films and videos.
Modes of Communication
Not all students who are deaf are fluent users of all the communication modes used across the deaf community, just as users of spoken language are not fluent in all oral languages. For example, not all students who are deaf lip read; many use sign language -- but there are several types of sign language systems. American Sign Language (ASL) is a natural, visual language having its own syntax and grammar structure. Fingerspelling is the use of the manual alphabet to form word. Pidgin Sign English (PSE) combines aspects of ASL and English and is used in educational situations often combined with speech. Nearly every spoken language has an accompanying sign language.
In addition to sign language and lip reading, students who are deaf or hard of hearing also use sign and oral language interpreters. These are professionals who assist individuals who are deaf or hard of hearing with understanding communications. Interpreters also assist persons who are hearing with understanding messages communicated by individuals who are deaf or hard of hearing. Sign Language Interpreters use highly developed language and fingerspelling skills; oral interpreters silently form word on their lips for speech reading. Interpreters will also voice when requested. Interpreters will interpret all information in a given situation, including instructor's comments, class discussion, and environmental sounds. (See Working with Interpreters).
Instructional Strategies
The following strategies are suggested to enhance the accessibility of course instruction, materials, and activities. They are general strategies designed to support individualized, reasonable accommodations.
- Include a Disability Access Statement on the syllabus (see Working with Students with Disabilities).
- Circular seating arrangements offer the student the best advantage for seeing all class participants.
- When desks are arranged in rows, keep front seats open for students who are deaf or hard of hearing and their interpreters.
- Repeat the comments and questions of other students, especially those from the back rows; acknowledge who has made the comment so the student can focus on the speaker.
- Assist the student with finding an effective notetaker.
- Lab assistants may be needed.
- Face the class while speaking. If an interpreter is present, make sure that the student can see both you and the interpreter.
- Because visual information is this student's primary means of receiving information, films, overheads, diagrams, and other visual aids are useful instructional tools. Films and videos should be captioned.
- Allow the student the same anonymity as other students; avoid pointing out the student or the alternative arrangements to the rest of the class.