Hearing Impairments
Hearing loss varies and may range from a very slight impairment to profound deafness, affecting either one or both ears. When hearing difficulties are identified early on, appropriate support can be put in place. This support can help to limit the impact of the impairment on the child's speech and language development as well as their early education.
There are two types of hearing loss: conductive and sensori-neural. Sensori-neural hearing loss is usually identified early on, during neonatal hearing screening. Any possible hearing loss is detected a few days after birth and strategies can then be put in place to reduce the developmental delay to speech and language.
However, with conductive hearing loss, which can vary from day to day, children's hearing difficulties can go unnoticed with teachers and parents explaining that the child appears to 'listen when they want to' and may regard them as having some behavioural difficulties. Even if impairments are less significant this can still have an impact on a child's progress, so identification is necessary so support can be put in place.
What are and signs and symptoms of a possible hearing loss?
What strategies can be put in place to help my child?
What are and signs and symptoms of a possible hearing loss?
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Slow to react and observes others before copying behaviour.
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Is usually last to follow instructions and appears 'lost'.
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Frequently checks in with others as to what they should be doing.
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Struggles to hear when there is background noise e.g. if music is playing or they are in a busy dining hall.
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Difficulty with regulating their voice either shouts or whispers.
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Struggles to mix socially and make friends.
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Has tantrums and appears frustrated at times.
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Is unable to pronounce some sounds such as 's', 'sh' and 't'.
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Needs support to follow discussions.
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Gets tired more easily when completing tasks or activities due to increased effort needed to understand.
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Frequently asks 'what' or 'pardon'.
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Is often tense or stressed.
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Observes others faces very intently when listening to speech.
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Turns their head to one side when listening.
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Prefers written work to oral work.
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Has a poor vocabulary and language development that is below that of their peers.
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Appears to lip read.
What strategies can be put in place to help my child?
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Speak clearly and slowly, but without over exaggerating or over pronouncing words.
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Reduce background noise as much as is possible.
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Avoid using single words, but instead try to explain the context.
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With very young children use visual cards or pictures to aid understanding Incorporate facial expressions into your speech.
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Use Makaton signing to aid communication if your child has little or no language.
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If your child struggles to understand re-phrases your sentence, rather than just repeating it.
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Encourage your child to look at you and make eye contact before you start speaking, as all hearing impaired children do lip read to a certain extent.
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Find out what your child's strengths are and focus on these so your child develops a strong self-image and finds it easier to mix and make friends with others.
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When your child starts school make sure you make the class teacher is aware of their hearing impairment and the support mechanisms you have in place.
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Provide the school with details of your child's speech and language therapist so they can request up-to-date reports on your child's progress and support strategies in place.
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Request that your child is seated near the front of class during lesson times.
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Play auditory discrimination games such as 'Sound lotto' or perhaps identifying the sounds of musical instruments from inside a bag.