It’s that time of year again.

The back to school buzz is beginning to settle down and the teachers and students are stepping into a rhythm that is beginning to feel familiar. Expectations are being set, parents are feeling less frazzled, students are starting to realize homework is a real thing again. We as SLPs and Audiologists in the schools are getting our schedules set and are feeling pretty good about equipment drops offs, teacher trainings, and intervention plans.

What about our students with hearing loss?

Are they feeling settled into the rhythm of school? Or are they still struggling to figure out the nuances of school? Have they figured out how to navigate things like tutoring, social groups, teacher personalities? Do they know who their support people are and where to find them? Are they feeling confident about using the tools and supports that are provided for them?

What about classroom teachers?

They may have a rhythm for the whole class, but have they had the chance to read all the accommodations and modifications for all the students they serve? Have they had time to think about how best to implement these for each group of students in their care? Do they know who the support people are for each and every student? Do they know the what, the why and the how of every accommodation and modification for each student in their care?

In my consulting, I have the honor and privilege of coming alongside students, teachers, audiologists, slps, school counselors, and many other professionals as we work together to help students with hearing differences reach their best potential both clinically and educationally.   

One of my favorite things is getting to talk with classroom teachers about what hearing loss means in their classroom. Getting to answer the what, why and how questions about hearing loss and classroom support is something I look forward to every August. And, I am always looking for new ways to help teachers carry over the information they receive during back to school workshops. One new thing I have been implementing in my workshops is making the distinction between information, insight and implementation.

Information: The what of hearing loss support – what is hearing loss, what is that little microphone thing, what is best practice, what are the accommodations, what responsibilities does the student have, what responsibilities does the teachers have.

TIP: What questions are best answered with knowledge, facts, or data?

I have found these resources helpful when answering what questions from teachers/students:

• Diagram of the Ear
• Familiar Sounds Audiogram
• Hearing Assistive Technology in the Classroom
• Self-Advocacy and Monitoring of Hearing Devices

Insight: The why of hearing loss support – why do I need the FM, why use strategic seating, why does he do that, why does she need that, why use video captions, why turn on the lights?

TIP: Why questions are best answered with powerful questions that provoke thought.

Here are some examples of powerful questions you can ask teachers and students about hearing loss to help them develop insight about the why of support in the classroom:

•  “How close is your voice?” or “How close is the teacher’s voice?”

This helps teachers and students think about how close or far away the sound seems to them. I often with follow up with a question about the tools or strategies in place to help with distance listening such a strategic seating and an FM system. It also helps develop insight that often a student can “still hear” if they forgot “that little microphone thing” but that it will seem like hearing from very far away.

Check out this tool for helping teachers gain insight about using an FM system in the classroom: Hearing Loss in the Classroom

•  “Can they see your face?” and “Can they see the words?”

This helps teachers remember several key strategies for support: face the students when talking to them, be aware of lighting glares and shadows, written lists for assignments, and captions on all videos. When you give the teacher a list of information to remember, it doesn’t always translate to implementation. Turning the list of do’s into one powerful question allows teachers to develop a different way to think about the list of strategies you gave them at the hearing loss 101 in-service. Learning the why for using these best practice strategies often helps teachers gain insight.

Check out this helpful post about the what, why and how of captioning: Described and Captioned Media Program (DCMP)

• “What is the need?”

Behavior is communication. Classroom behavior is no different. For a student with hearing loss there can a variety of things that trigger behaviors that are challenging to manage in a classroom. If we step back and ask the question “what do they need?”, we can often help teachers gain insight about the why of that behavior. Insight allows the teacher to develop a system for handling the behaviors in a constructive way. Here are some common considerations for students with hearing loss:

• Communication – Can they understand you? Can you understand them?
• Academic – Do they know the vocabulary? Do they understand what they read?
• Social – Can they hear the group discussion? Do they feel included?
• Emotional – Do they have a sensory need? Do they have listening fatigue?

Check out what adults with hearing loss have to say about Listening Fatigue

Implementation: The how of hearing loss support – how do I use the FM, how does strategic seating work in here, how do I get captioning for my videos, how do I manage that behavior?

TIP: How questions are best answered with demonstration and practice.

How do you answer the WHAT, WHY and HOW questions from teachers and students?

We’d love to hear from you!