Cookie Consent by Hearing impairment (HI) support guidance - Norfolk County Council

Special education provision we expect

Hearing impairment (HI) support guidance

The SEN Support provision we expect all schools and settings to offer for children and young people with a hearing impairment.

Suggested whole-school approaches:

  • Have a supportive ethos and environment which promotes respect and values diversity
  • Curriculum teaching and learning to promote resilience and support social and emotional learning
  • Raise awareness by providing appropriate training for all staff
  • Promote independence and social inclusion
  • Check the environment is suitable for good listening and attention
  • Consider whether any basic modifications could be made to improve acoustics

Suggested SEND support strategies in the classroom:

  • If concerns are identified, complete the checklists: Identifying Deafness - Early Years / Educational Settings 
  • Ensure arrangements are in place for regular monitoring and checking of specialist equipment (e.g. hearing aids and radio aids)
  • Use pre-teaching to prepare children and young people (CYP) for lessons (e.g. explaining new words and concepts)
  • Create a ‘one-page profile’ involving parents/carers and the CYP in identifying how best to support
  • Allow extra time to complete tasks and be aware of the fatigue the CYP may experience because of the amount of effort they have to put in
  • Check CYP are sitting in the most appropriate place where they are able to read text, hear and lip-read
  • Use short simple instructions. Give one at a time and check for understanding
  • Use of radio aids in all lessons, if required (e.g. Soundfield systems)
  • When other CYPs contribute, ensure that they speak one at a time / paraphrase their contributions back to the class
  • Reduce background noise as much as possible
  • Repeat instructions first in the same words, but then, if the CYP does not understand, simplify your language
  • Check lighting is appropriate (e.g. to aid lip-reading). Ensure light is on teacher’s face (light source behind CYP) – don’t stand with your back to a window
  • Use CYP’s name before asking a question or giving an instruction
  • Agree a private signal that the CYP can use to show you they have not understood
  • Explicitly teach and explore meaning of new vocabulary and concepts introduced
  • Avoid writing on board or interactive whiteboard while speaking as you will not be facing CYP
  • Refer to National Deaf Children’s Society (NDCS) Phonics Guidance
  • Share new concepts and vocabulary with parent/carers to consolidate and extend at home
  • Provide access to additional specialist curriculum delivered by VSSS e.g. Deaf Studies/PUD (Personal Understanding of Deafness) in order to come to terms and manage their hearing loss and equipment
  • Provide additional support during speaking and listening activities
  • Monitor social and emotional well-being and inclusion
  • Give enough time to think about and answer questions (10 second rule)
  • Use a specialist language programme (e.g. Elklan or reading programme)

Suggestions for the SENDCo:

  • Where new concerns are identified, talk to parent/carers to find out if the CYP has had a recent hearing test
  • Access assessment, advice and recommendations from Virtual School for Sensory Support (VSSS)
  • Request training in the use of specialist equipment to support access to learning
  • Monitor to ensure that reasonable adjustments are implemented consistently in class
  • Access information and resources from the National Children’s Deaf Society (NCDS)
  • Referral and ongoing support as appropriate from the VSSS Child Psychotherapist
  • Referral and ongoing support as appropriate from Speech and Language Therapy
  • Seek outreach advice and support from an appropriate Specialist Resource Base (SRB)
  • Seek advice on specialist arrangements for examinations and assessments

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