Hearing impairment

High quality teaching, targeted and specialist strategies, approaches and adaptations for pupils should be implemented and supplemented

0-5

• teaching and learning approaches place that provide very finely graded and practical tasks which give opportunities for frequent repetition and reinforcement
• individualised curriculum approach and planned opportunities to access specific programmes of support
• teaching that takes into account language delay: a targeted approach to support the acquisition of new vocabulary; breaking down information into smaller chunks; repeating and rephrasing information; checking understanding through careful questioning 
• early literacy activities to take into account the pupil’s ability to hear specific speech sounds and the need for a holistic approach to early literacy
• daily opportunities provided to work one-to-one 
• support access to early learning and language.
• consistent and appropriate use of any audiological equipment provided, including a programme of regular equipment checks
• use of visual and practical aids to support new learning 
• advice from Qualified Teacher for children and young people with a Hearing Impairment (QTHI) is implemented in the setting
• may include use of sign language to support the learning of new vocabulary 
• training for staff to raise awareness of different types of hearing impairment, language development implications, and strategies to reduce barriers to learning 
• training in day to day checking and trouble-shooting of problems with audiological equipment 
• encourage a sign language friendly environment (as appropriate)
• a high level of adult support for learning, health and safety and risk management 
• a monitoring system should be in place to assess child need, identify outcomes, implement support and monitor and evaluate progress
• planned reviews including the parent and child should take place

5-16

• communication may include the use of Sign Supported English (SSE) British Sign Language (BSL) 
• differentiation will be required across the curriculum 
• teaching approaches place emphasis on independent learning 
• teaching that takes into account language delay: a targeted approach to teaching new vocabulary; breaking down information into smaller chunks; repeating and rephrasing information; checking understanding through careful questioning 
• literacy teaching to take into account the pupil’s ability to hear specific speech sounds and the need for a holistic approach to teaching reading 
• daily opportunities provided to work one-to-one 
• access to a radio aid to access learning in mainstream classes 
• consistent and appropriate use of any audiological equipment provided, including a programme of regular equipment checks
• use of visual and practical aids to support new learning 
• use of subtitles for any video content of lessons 
• advice from Qualified Teacher for children and young people with a Hearing Impairment (QTHI) is implemented in the classroom 
• exam access arrangements – additional time, ‘live’ speaker for any speaking and listening elements 
• a programme of direct teaching planned by Qualified Teacher for children and young people with a Hearing Impairment (QTHI)
• to promote and support language development 
• may include use of sign language to support the learning of new vocabulary 
• training for staff to raise awareness of different types of hearing impairment, language development implications, and strategies to reduce barriers to learning 
• training in day to day checking and trouble - shooting of problems with audiological equipment 
• encourage a sign language friendly school environment (as appropriate)
• PHSE programmes that promote a positive sense of identity as a hearing impaired, deaf young person (e.g. NDCS Healthy Minds, Personal Understanding of Deafness programme)
• a high level of adult support for learning, health and safety and risk management 
• in-class support from a specialist teaching assistant, which may include SSE or BSL