Suggestions for Teaching Students with
Hearing Impairment in Regular Class
Prepared by
Group 1
Thinker: Trinity Jan R. Miguel
Builders: Argielyn R. Cons
Submitted To
Dr. Conrad Buerkley, LPT
Submission
December 17, 2024
Suggestions for Teaching Students with Hearing Impairment in a Regular
Class
Introductions
Inclusive education advocates that learners, irrespective of ability, deserve equitable
opportunities to learn. Hearing-impaired students face unique barriers to communication
and socialization in regular classroom settings. Disabilities in hearing perception can range
from mild to profound. It can affect a student in terms of accessing verbal information, peer
interaction, and effectiveness in participating in classroom activities. Nevertheless, many
students with hearing impairments can be achieved academically under the right support
and accommodation.
The ideas of inclusivity in education stem from a progressive policy framework cornered
around the Individuals with Disabilities Education Act. This policy ultimately mandates the
provision of quality education to students with disabilities. The impaired hearing people
were put in school following identified barriers within auditory communication
implementation. This includes hindrance to educational and social performance. There is
need for intention to make these students actively participate in the classroom activities.
The document bases actionable recommendations for teachers on the studies on effective
practices to create inclusive learning environments within mainstream classrooms.
When teaching learners with hearing impairment, one very important point is to develop a
classroom that is accessible and inclusive to the teacher and students. It is important to use
an effective arrangement of furniture in classrooms whereby seating is closer for hearing
impairments-the further the students with hearing loss are from the teacher and
classmates, the harder it is for them to glean any auditory cues, maintain visual contact, and
actively take part in discussions. In this way, the defined physical environment also enables
meaningful personal interaction between people and therefore promotes the overall
learning experiences. The best arrangements mean that teachers can provide an
environment that is available to all students, regardless of their disability, to enable them to
achieve.
Body
To actually create a learning environment which can support students with hearing
impairments, teachers have to modify the classroom environment. Research has shown that
the classroom acoustics have a lot to say about how students with hearing impairment
understand things. According to Nelson and Soli (2000), ambient noise reduction and
improved sound quality through acoustical treatment lead to improved comprehension
among students using hearing aids. Teachers can also arrange flexible seating to locate
students closer to the teacher or each other to enhance access to communication. In
addition, optimal lighting and visibility facilitate reliance on spatial factors that students use
to access information from the environment, such as lip-reading or facial expressions.
Communication is one of the most effective ways of enjoy learning for students who are
hearing impaired. Marschark et al. (2002) demonstrated that using an improved clear, visible
method of teaching increases considerably comprehension in deaf or hard of hearing
students. The teacher speaks clearly and faces the student so that his lips are visible to the
student. Visual aids such as diagrams, charts, and multimedia presentations can help
bridge the gap created by speech. Assistive technology, such as FM systems and captioning
tools, plays a much bigger role in enhancing auditory input for students using hearing aids
(Luckner & Muir, 2001).
An inclusive practice is another strategy that would further support the crowd of hearing
impaired students. Inclusive classrooms above shown in differentiated instruction by Kelly
and Berent (2011) provide for diverse learning needs. This would make a teacher repeat the
main points in class and summarize learning, including appropriate flexible pacing for
reinforcement in understanding. Hands-on activities and visual learning opportunities are
also resourceful for concept retention. Flexible assessment format like written or oral makes
it easy for teachers to evaluate the acquisition of knowledge.
Body language, facial expressions, and gestures are all part of daily conversation and are
often neglected. They can express what feeling runs through the speaker. Non-verbal
communication becomes particularly useful for those students hard of hearing or deaf. It
provides an enormous supplement to help message identification. Teaching their
importance non-verbally encourages students in confidence in spoken language. Not just
for instruction on applications for body language, facial expressions, and gestures in the
classroom, but in modeling as well. Daily practice should be. Therefore, teachers should
practice using non-verbal methods to help support subject content (Peake, 2005). Sign
language interpreters can facilitate communication for students who use sign language,
while special education teachers can help design Individualized Education Plans (IEPs).
Speech and language therapists can align classroom practices with therapy goals,
supporting language development. Regular communication with parents also ensures
consistency between school and home support systems.
Conclusion
A multi-faceted approach is required for successfully including hearing impaired in
mainstream classrooms which address their own needs. Changes in classroom
environment, communication strategies, and teaching techniques when used by teachers
allow students who are hearing impaired an opportunity to learn and perform equally:
collaboration with specialists, assistive technologies and psychosocial issues.
With support, students with hearing impairment can thrive in regular classrooms, bringing
their varied perspectives and talents to the academic community. Commitment to inclusive
education serves the dual purpose of benefiting such students while also improving the
learning experience of other student because it is in line with mutual respect, understanding
and collective learning.
References
Ellen Tacchi, M.A.T., Trinity University, and Angela Peake, M.A.T., Trinity University (2024) Hearing Loss
| Chapter 4: Teaching Strategies and Accommodations https://www.trinity.edu/sites/students-vision-
hearing-loss/hl-teaching
Kelly, L., & Berent, G. (2011). Instructional strategies for postsecondary students who are
deaf and hard of hearing. Journal of Deaf Studies and Deaf Education, 16(3), 248–262.
https://doi.org/10.1093/deafed/enq045
Luckner, J. L., & Muir, S. G. (2001). Successful practices with students who are deaf or hard
of hearing. Communication Disorders Quarterly, 23(1), 25–35.
https://doi.org/10.1177/152574010102300105
Marschark, M., Lang, H. G., & Albertini, J. A. (2002). Educating Deaf Students: From
Research to Practice. Oxford University Press.
Nelson, P. B., & Soli, S. D. (2000). Acoustical barriers to learning: Children at risk in every
classroom. Language, Speech, and Hearing Services in Schools, 31(4), 356–361.
https://doi.org/10.1044/0161-1461.3104.356
