Hearing Impairment

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Range 1

Assessment and Planning

  •  Part of school and class assessments
  • Normal curriculum plans include individual/group targets

Grouping for Teaching

  • Mainstream class
  • Attention to seating, lighting and acoustics

Human Resources/

Staffing

  • Main provision by class/subject teacher

Agreed joint written Advice from CCG and Support Team for Deaf Children (STDC) on effects of hearing loss, classroom management. Advice given by hospital audiologist.

Curriculum & Teaching Methods

  • Full inclusion within National Curriculum
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Range 2

Assessment

  • Part of school and class assessments
  • Possible use of speech audiometry and other specialist tools to assess access to spoken language in class on request  to STDC

Planning

  • Normal curriculum plans include individual/group targets

Grouping for Teaching

  • Mainstream class
  • Attention to seating, lighting and acoustics

Human Resources/

Staffing

 

  • Main provision by class/subject teacher

Single piece of work on referral:

  • Contact family
  • Visit school:

Observe pupil in class

Speak to pupil

Speech discrimination

Gather data on progress

Advise staff (class teacher / SENCO)

  • Written report circulated to school, family, hospital
  • Additional support if needs change on request from school

Curriculum & Teaching Methods

  • Full inclusion within National Curriculum

Teaching methods which facilitate access to the curriculum, social/emotional development and class participation

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Range 3

Assessment

  • Part of school and class assessments
  • May require modification to the presentation of assessments
  • Use of speech audiometry and other specialist tools to assess access to spoken language in class

Planning

  • Curriculum plan reflects levels of achievement and includes individually focused IEP targets

Grouping for Teaching

 

  • Mainstream class
  • Attention to seating, lighting and acoustics

Opportunities for 1:1 and small group work

Human Resources/

Staffing

  • Main provision by class/subject teacher

Initial piece of work on referral:

  • Contact family
  • Visit school:

Observe pupil in class

Speak to pupil

Speech discrimination

Gather data on progress

Advise staff (class teacher / SENCO)

  • Written report circulated to school, family, hospital
  • Annual electroacoustic hearing aid checks
  • Monitoring visit to speak to pupil/SENCO
  • Issue radio aid
  • Monitor radio aid use
  • Up to 6 visits per year  from TOD/PIM
  • Possible input from non-education professionals e.g. SALT

Curriculum & Teaching Methods

  • Full inclusion within National Curriculum
  • Possible differentiation by presentation and/or outcome
  • Opportunities for explanation, clarification and reinforcement of lesson content and language

Specific interventions for speaking, listening and teaching of phonics

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