Primary Author: Chantelle Battle

Secondary Authors: Brandi Wesley, Katherine Morgan, and Rachel Cradic

Hearing Impairment

Main Characteristics:
The main characteristics of hearing impairment are difficulty of speech while talking, difficulty
hearing during instruction or class discussion, and difficulty comprehending information. While
these are some of the main characteristics, there are several other characteristics to describe
students with hearing impairment.

Federal Definition:
An impairment that is so severe it impairs the student's ability to process linguistic information
through hearing, with or without amplification. (Individuals with Disabilities Education Act, 2022) 

Causes of Hearing Impairment:

There are several causes to hearing impairment amongst students. Some of the most common
causes are family genetics, maternal complications or infections during pregnancy, unusual
head or ear shape, etc. There is also a possibility that the cause of hearing impairment within
students are unknown.

Identification Process:
Every state has an Early Hearing Detection and Intervention (EHDI) program. EHDI works to
identify infants and children with hearing loss. EHDI also promotes timely follow-up testing and
services or interventions for any family whose child has a hearing loss. (CDC, 2022) If students
begin to show signs for hearing impairment later, students will be tested as soon as possible to
determine intervention and accommodations.   

History: 
The term hearing impairments is used here to refer to any dysfunction of the hearing organ,
regardless of the etiology, degree of hearing loss, and service provision implications. The
history of hearing impairments can be traced back to centuries before Christ (BC).  People with
hearing impairments were considered to be “subnormal” by great philosophers of that time. For
instance, between 427 and 347 BC, Plato's philosophy of innate intelligence was the vogue. It
claimed that all intelligence was present at birth. Therefore, all people were born with ideas and
languages in their minds and required only time to demonstrate their outward sign of
intelligence through speech. (Jonah Eleweke, C. (2011) Abstract)

Prevalence: 
About 2 to 3 out of every 1,000 children in the United States are born with a detectable level of
hearing loss in one or both ears. Likewise, one in eight people in the United States (13 percent,
or 30 million) aged 12 years or older has hearing loss in both ears, based on standard hearing
examinations. (National Institute on Deafness and Other Communication Disorders. (2021))

Learning Characteristics of Students with Hearing Impairment:

Learning characteristics of students with hearing impairment include not comprehending
information effectively, trouble communicating their understanding of information, and difficulty
processing information during instruction. While these are just a few characteristics, there are
several other characteristics of students with hearing impairments. Likewise, there may be
individual characteristics to be determined on a case by case scenario.

Possible Accommodations & Modifications:

All students with with disabilities are entitled to accommodations and modifications. There are
several modifications are are specific to students with hearing impairment. A few possible
accommodations or modification for students who have impaired hearing are allowed special
seating, extended time on assignments, usage of visual aids throughout instruction, and
placement of teacher during instruction. These things will allow students to better comprehend
lessons and grasp concepts better. 

Suggested Least Restrictive Environment (LRE):

States and school districts also are advised that the potential harmful effect of the placement on
the deaf child or the quality of services he or she needs must be considered in determining the
LRE. The Secretary recognizes that regular educational settings are appropriate and adaptable
to meet the unique needs of particular children who are deaf. For others, a center or special
school may be the least restrictive environment in which the child's unique needs can be met. A
full range of alternative placements as described at 34 CFR 300.551(a) and (b)(1) of the IDEA
regulations must be available to the extent necessary to implement each child's IEP. There are
cases when the nature of the disability and the individual child's needs dictate a specialized
setting that provides structured curriculum or special methods of teaching. (US Department of
Education (ED). (1992))
Possible Technology Resources:
Some of the most common technology resources for students who are hearing impaired are
hearing aids, visual alert systems, cochlear implants, and frequency modulation systems. These
options will help amplify sound so that the students are able to hear better. Other educational
technology resources that could be utilized for instruction are Visual Phonics, Zane Education,
and eAchieve Academy. These are online educational programs that will help students with
hearing impairment enhance their learning ability.

Language Demands:
Students with hearing impairment, by law, are required to receive information ahead of time,
use visual aids throughout lessons, and provide enriched language to help them process
information effectively. 

Resources:
Centers for Disease Control and Prevention. (2021, June 16). What is Hearing Loss in

Children? | CDC. 

Jonah Eleweke, C. (2011), "Chapter 8 History of deafness and hearing impairments",

Rotatori, A.F., Obiakor, F.E. and Bakken, J.P. (Ed.) History of Special Education

(Advances in Special Education, Vol. 21), Emerald Group Publishing Limited, Bingley,

pp. 181-212. 
 National Institute on Deafness and Other Communication Disorders. (2021, March 25).

Quick Statistics About Hearing. NIDCD. https://www.nidcd.nih.gov/health/statistics/quick-

statistics-hearing

US Department of Education (ED). (1992, October 26). Deaf Students Education Services;
Policy Guidance, U.S. Department of Education. U.S. Department of Education.
https://www2.ed.gov