Deaf/Hard of Hearing

Let's learn to do our best to help them be the best.


May require different accommodations depending on factors such as degree of hearing loss, age of onset, type of language or communication system they use, They may use or be learning a variety of communication methods such as lip reading, cued speech, signed English and/or American Sign Language. May be skilled lip readers, but many are not; only 30 to 40 percent of spoken English is distinguishable on the mouth and lips under the best of conditions. May also have difficulties with speech, reading and writing skills, given the close relationship between language development and hearing. May use speech, lip reading, hearing aids and/or amplification systems to enhance oral communication. May be members of a distinct linguistic and cultural group; as a cultural group, they may have their own values, social norms and traditions. May use American Sign Language as their first language, with English as their second language. May have difficulty following verbal directions, Other characteristics can include difficulty with oral expression, some difficulties with social/emotional or interpersonal skills, typically followers rather than leaders, can become easily frustrated if their needs are not met, use of hearing aids may cause embarrassment and fear of rejection from their peers.


The biggest barrier is that the student is not going to be able to hear what is being said in the classroom around them. In the article I found it said some barriers include oral lectures, videos without captions, group work with hearing abled students, past paced lessons, and note-taking. These barriers can be overcome with the right tools, so while these are barriers it does not mean the student cannot learn.


Teachers must be careful not to assume that their deaf student also has other developmental or intellectual delays. Many have average or better than average intelligence. As with all students, strengths and characteristics are very specific to the individual student and their teachers must discover and utilize their unique strengths in order to increase the likelihood of their success in the classroom.


Resources for students that are deaf or hard of hearing would to have an ASL translator (if the student knows sign language), to have captions on videos for the student to read, lots and lots of visual aids, a video relay service(if available), and notes for the lectures or lesson for the student. I really liked the note taking system talked about in the article. “Here's one way to implement a class note taking system: • Assign three to five note-takers per class • At the end of the class, each note taking student uploads their notes into blackboard (or course website) • All students in the class can use their favorite or all of the notes to reinforce their learning and understanding of the lecture” I thought this was neat and the whole class could use the notes not just the student that is deaf or hard of hearing.

Instructional Strategies

The educator should always face the student with this type of disability when speaking, they should never speak with their back turned to that student, repeat what other students have said or asked while facing the student, and make sure that the lighting in the room is efficient. Students that have a hard time hearing will look at the educator’s face and lips when they speak. It is imperative that educators ensure that they are clearly visible to this student at all times. Educators may also choose to use a microphone and provide the student(s) with this issue access to a PowerPoint or recording of the lesson.


Watson, S. (2015). Deafness and Hearing Loss. Retrieved on Nov. 21, 2015 from: 2. Deaf/Hard of Hearing (2015). Johns Hopkins University Office of Student Services. Retrieved on Nov. 21, 2015 from

Rochester Institute of Technology [RIT]. National Institute for the Deaf. Deaf Tec. (n.d.) Hard-of-hearing students. Retrieved from

Teaching Accommodations. (2015). Universal Design of Learning. University of Vermont. Retrieved from: