CHALLENGES

& BARRIERS
FACED BY HEARING
IMPAIRED STUDENTS
HEARING
IMPAIRMENT
 Any degree of hearing loss or difficulty in hearing that
a child’s ability to communicate, learn, and interact
with others.
 These impairments can occur in one or both ears and
can range from mild to profound
CAUSES OF HEARING IMPAIRMENT

CONGENITAL FACTOR
 Genetic factors  Low birth weight
 Infections during pregnancy  Complications during delivery
 Premature birth

ACQUIRED FACTOR
 Exposure to loud noises
 Chronic ear infections
 Certain medical conditions
 Certain medications
 Head injuries
TYPES OF HEARING IMPAIRMENT
CONDUCTIVE HEARING LOSS
 Problems in the outer ear or middle ear
- Ear infections, fluid build-up, or structural abnormalities

SENSORINEURAL HEARING LOSS

 Damage to the inner ear of the auditory nerve pathways
- Genetic factors, infections, exposure to loud noises, or certain medications

MIXED HEARING LOSS

 Combination of both conductive hearing loss and sensorineural hearing loss
SIGNS & SYMPTOMS
 Delayed or unclear speech
 Difficulty understanding and following instructions
 Frequently asking for repetition
 Turning up volume
 Limited response to sounds
 Inattentiveness or poor academic performance in school
 Social and behavioral problems
CHALLENGES AND BARRIERS
COMMUNICATION BARRIERS Not everyone can communicate in sign language

SOCIAL ISOLATION Being different from others

LIMITED ACCESS TO AUDITORY

Struggle to access auditory cues - class discussion
INFORMATION

EMOTIONAL AND
Low self-esteem, frustration, and anxiety
PSYCHOLOGICAL CHALLENGES

LIMITED AWARENESS AND Teachers and students may have limited knowledge and understanding
UNDERSTANDING of deafness

EDUCATIONAL GAPS Gaps in subjects that heavily rely on auditory information

STRATEGIES
 Inclusive education
- Create a deaf-friendly classroom
- Promotes empathy, understanding, and diversity

Traditional seat arrangement

STRATEGIES
 Individualized Educational Plan (IEP)
 Provide written instructions and announcements
 Reduce background noise
 Use assistive technologies
- Hearing aids, hearing induction loop, FM systems, captioning, visual alert systems, speech-to-text technologies
REFERENCES
 Worku, D. D. A. (2016). Review of Challenges of hearing impaired students in integrated class in public schools in Ethiopia: a

review article. Journal of Medicine, Physiology and Biophysics, 22, 74–78.

https://iiste.org/Journals/index.php/JMPB/article/download/29215/30004

 Khomera, S. W., Fayiah, M., & Gwayi, S. (2020). Challenges Faced by Learners with Hearing Impairments in a Special School

Environment: A Case Study of Embangweni Primary School for the Deaf, Mzimba District, Malawi. World Journal of

Vocational Education and Training, 2(1), 21–36. https://doi.org/10.18488/journal.119.2020.21.21.36

 Abou-Abdallah, M., & Lamyman, A. (2021). Exploring communication difficulties with deaf patients. Clinical

Medicine, 21(4), e380–e383. https://doi.org/10.7861/clinmed.2021-0111

 Martins, L. B., & Gaudiot, D. (2012). The deaf and the classroom design: a contribuition of the built environmental ergonomics

for the acessibility. Work-a Journal of Prevention Assessment & Rehabilitation, 41, 3663–3668. https://doi.org/10.3233/wor-

2012-0007-3663
THANKS!
Nur Iman Najihah Binti Muhizan
Bachelor of Occupational Therapy
Cohort 8B

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