Understanding Deafness and Hearing Impairment
Many people in the deaf community prefer the terms "deaf" or "Deaf" rather than "hearing loss". The term "Deaf" (with a capital D) is often used to refer to people who identify as part of the Deaf community and use British Sign Language (BSL). The term "deaf" (lowercase d) may be used more broadly to refer to all levels of hearing loss.
Deafness and hearing impairment exist on a spectrum. Hearing loss can be:
- Mild, moderate, severe, or profound in degree
- Unilateral (affecting one ear) or bilateral (affecting both ears)
- Conductive (temporary or fluctuating, often due to ear infections or fluid build-up)
- Sensorineural (permanent, caused by damage to the inner ear or auditory nerve)
Most pupils with profound deafness will have been identified before reaching school age, but mild or fluctuating hearing loss may be harder to detect and can significantly affect learning.
British Sign Language (BSL)
British Sign Language became a legally recognised language in the UK in 2022 (through the British Sign Language Act 2022 in England, with similar legislation across the UK). BSL is a rich, visual language with its own grammar and structure, distinct from spoken English.
Some deaf pupils are fluent BSL users and may require a Communication Support Worker or BSL interpreter in school. Others may use a combination of spoken language, lip-reading, and hearing aids or cochlear implants.
Role of the Teacher of the Deaf (ToD)
Teachers of the Deaf (ToD) are specialist qualified teachers who support deaf pupils, their families, and schools. They provide advice on appropriate strategies, technology, and environmental modifications. They may also deliver direct teaching in specific areas such as language development or auditory training.
The National Deaf Children's Society (NDCS) is the leading UK charity for deaf children and young people. They provide extensive resources and guidance for schools, families, and professionals.
Strategies for Teachers
- Ensure the pupil can see your face clearly at all times; many deaf pupils lip-read
- Position the pupil where they have a clear view of the teacher and the board
- Use natural facial expressions and clear speech, but avoid exaggerating or speaking unnaturally slowly
- Gain the pupil's attention before speaking (visual or gentle touch)
- Do not talk when your back is turned to the pupil
- Minimise background noise and ensure only one person speaks at a time in discussions
- Use visual supports such as written instructions, diagrams, and captions
- Repeat or rephrase questions from other pupils during class discussions
- Check understanding regularly; the pupil may miss parts of instructions
- Ensure good classroom acoustics; soft furnishings can reduce echo
- Use technology such as radio aids or soundfield systems as advised by the ToD
- Allow the pupil to turn off hearing aids in very noisy situations if needed
- Learn basic BSL signs if the pupil uses BSL
How Teaching Assistants Can Help
- Sit in an appropriate position to support the pupil without blocking their view of the teacher
- Clarify instructions and repeat key words if the pupil has missed them
- Provide additional visual or written prompts to support understanding
- Encourage the pupil to ask for repetition or clarification when needed
- Support the pupil during group work by ensuring they can follow the discussion
- Check regularly that hearing aids, cochlear implants, or radio aids are working correctly
- Escort the pupil to a quieter area if they become overwhelmed by noise
- Stay in close proximity during PE or outdoor activities where verbal instructions may be harder to hear