Accommodating Students with

Hearing Loss

Fact Sheet Series
2

JAN’S ACCOMMODATION FACT SHEET SERIES

ACCOMMODATING STUDENTS WITH HEARING LOSS

According the National Institute on Deafness and Other Communication Disorders

(NIDCD), it is estimated that more than 28 million people in the United States have

hearing loss. The U.S. Public Health Service reports that over one million children are

estimated to have a hearing loss. The causes of deafness or hearing impairment can

be attributed to genetic factors, noise or trauma, sensitivity to medications, and viral or

bacterial infections.

The American Speech-Language-Hearing Association (ASHA) indicates that hearing is

critical to speech and language development, communication, and learning; therefore,

hearing loss can affect students in the classroom. By accommodating students with

hearing impairments, educators may be able to help facilitate positive educational,

social, and vocational outcomes.

The following is a quick overview of some of the accommodations that might be useful

for students with hearing impairments. For a more in depth discussion, access JAN's

publications at http://askjan.org/media/atoz.htm. To discuss an accommodation

situation with a consultant, contact JAN directly.

Learning in the Classroom:

 Occupy classrooms that are not located near frequently used and noisy common

areas such as the cafeteria, gymnasium, or administrative offices

 Reduce background noise and improve acoustics by shutting classroom doors and

windows and quieting air rush sounds from air and heating ducts

 Add carpet, window treatments, or acoustical wall/ceiling coverings to absorb sound

 Reduce noise from furniture scraping on hard surfaces by attaching tennis balls to

the legs of students' desks and chairs

 Fully light the classroom for optimum viewing of the educator and other students

 Arrange seats for optimum viewing of the educator and other students (front row if

preferred or consider an open classroom arrangement such as a “U” shape)

 Provide visual and audible alarm systems

The U.S. Access Board (http://www.access-board.gov) is presently developing

Classroom Acoustics guidelines for students. The Board's Response to Petition for

Rulemaking on Classroom Acoustics (36 CFR Chapter XI) identifies the following

classroom design factors to be addressed in future guidelines:

Facility and room acoustical design for good listening and learning

environments will consider:

 site, space, and classroom adjacencies that minimize classroom

exposure to environmental, equipment, and occupancy noise;

 room size and proportion for appropriate sound reflection and

absorption;
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 slab, ceiling, roof, and wall construction (including doors and

windows) that are appropriate barriers to noise;

 HVAC equipment selection, system design, and installation that

minimizes structure, duct, and operating noise; and

 finishes selected and located for proper reverberation control, and

attention to electronic and radio-frequency interference with

assistive devices.

For more information regarding classroom acoustics, please visit Petition for Rulemaking

on Classroom Acoustics at http://www.access-board.gov/pubs.htm or contact the Office of

Technical and Information Services, Architectural and Transportation Barriers Compliance

Board at 202-272-5434 X132 (V) or 202-272-5449 (TTY).

Communication in the Classroom: Communication methods will likely vary according

to the age and skills of the student as well as the curriculum content.

 Arrange the classroom so students with hearing impairments can see facial

expressions, read lips, and assess body language of the educator and other

students and provide preferential seating

 Arrange smaller groups for certain activities in the classroom

 Require that students raise their hand to speak, speak one at a time, and stand

 Repeat questions and comments from other students and allow the use of index

cards to communicate

 Provide written or captioned school announcements

 Provide sign language or oral interpreting services

 Provide communication access realtime translation (CART) captioning services or

computer assisted note taking

 Get the student’s attention and address him or her directly when speaking

 Consider using different words or phrases to express the same thought

 Provide the student with the lecture notes

 Write assignments on the board or flip chart, or provide written assignments

 Abbreviate complex written assignments

 Provide a scribe or student volunteer to take notes

 Include basic sign language training in the classroom curriculum

Technology in the Classroom:

 Provide an assistive listening system such as an FM system

 Support the use of augmentative communication devices when applicable

 Use computers to communicate via e-mail or instant messaging (IM)

 Provide visual and audible alarm systems

 Use scrolling messaging marquees for school announcements

 Use captioned videotapes/films

 Provide TTYs for telephone use
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Resources Specifically for Students with Hearing Impairments

American Speech-Language-Hearing Association (ASHA)

2200 Research Blvd

Rockville, MD 20850

(800) 638-8255 V/TTY

actioncenter@asha.org

http://www.asha.org

American Society for Deaf Children (ASDC)

ASDC Headquarters

800 Florida NE, #2047

Washington, DC 20002-3695

asdc@deafchildren.org

Toll Free: (800) 942-2732

Fax: (410) 795-0965

http://www.deafchildren.org/

National Deaf Education Network and Clearinghouse

Gallaudet University

800 Florida Ave. NE

Washington, DC 20002-3695

(202) 651-5051

(202) 651-5052 TTY

http://clerccenter.gallaudet.edu/infotogo

National Institute on Deafness and Other Communication Disorders (NIDCD)

Information Clearinghouse

31 Center Drive MSC 2320

Bethesda, MD 20892-2320

Toll Free: (800) 241-1044

TTY: (800) 241-1055

nidcdinfo@nidcd.nih.gov

http://www.nidcd.nih.gov/health/hearing/

Reading

Using a Sign Language Interpreter & Providing Visual Access to Deaf Students

http://www.deafmall.net/

Updated 3/23/10.
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This document was developed by the Job Accommodation Network, funded by a

contract agreement from the U.S. Department of Labor, Office of Disability Employment

Policy (DOL079RP20426). The opinions expressed herein do not necessarily reflect the

position or policy of the U.S. Department of Labor. Nor does mention of trade names,

commercial products, or organizations imply endorsement by the U.S. Department of

Labor.