Deaf and Hard of Hearing

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Important Information

A Teacher of the Deaf and Hard of Hearing (TDHH) supports students with hearing differences by ensuring they have full access to learning, communication, and school life. They work with students, families, and school teams to provide strategies, technology support, and instructional approaches that promote language development, independence, and positive identity.

The Role of a Teacher of the Deaf and Hard of Hearing (TDHH):

Supports students who are deaf/hard of hearing to access learning and communication in school.
Assesses listening, communication, language, literacy, and social-emotional development.
Guides classroom accommodations and promotes inclusive, UDL-aligned practices.
Teaches and reinforces self-advocacy, communication repair, and independence skills.
Supports understanding and effective use of hearing technology (hearing aids, cochlear implants, BAHDs, soundfield systems).
Troubleshoots hearing equipment and ensures consistent auditory access.
Promotes positive identity, confidence, and full participation in school and peer activities.

What it’s like to be a DHH student in a hearing classroom:

Hearing differences are often invisible — students may seem to follow along but are missing information.
Listening takes extra effort and can be fatiguing.
Social situations can be especially challenging, as side conversations, group chatter, and jokes are harder to catch.
Students may mask their difficulties, appearing fine while feeling lost or excluded.
Background noise is a major barrier (hallways, group work, ventilation systems, chatter).
Hearing technology helps but doesn’t “fix” hearing—sound may still be unclear or distorted.
They often rely on visual cues—faces, gestures, captions, written instructions.
Advocacy is key—students may need to ask for repeats, clarification, or equipment checks.
Misunderstandings happen easily, even when students seem to be “hearing.”
They may feel different or isolated, especially if they are the only DHH student in the school.
Teacher positioning matters—students need to see faces and lips for clear communication.
Transitions can be overwhelming, with shifting noise levels and inconsistent access.
Consistent routines and clear communication reduce barriers and support success.

Concrete examples in class:

Missing instructions when the teacher is across the room or speaking with their back turned.
Difficulty following group discussions when multiple people speak at once.
Missing incidental learning (quick reminders, side comments, peer discussions).
Struggling to follow peers in noisy environments like recess, lunch, or assemblies.

How a TDHH can support the school and our students:

Share classroom strategies (e.g., repeat peer comments, face the student when speaking).
Problem-solve together to adapt activities for equal access.
Provide insight into DHH learning and social experiences.
Check in regularly to ensure smooth collaboration.

Key takeaways for promoting inclusion:

Improve Access to Instruction

Face the class when speaking; avoid talking while writing on the board.
Provide written or visual supports (key points, agendas, instructions, real time captions).
Use captions on all videos and multimedia.
Repeat or highlight peer responses and questions.
Give extra processing time after asking questions.

Optimize the Listening Environment

Reduce background noise where possible (close doors/windows, adjust seating).
Use soundfield systems or remote microphone technology consistently.
Seat the student where they have a clear view of the teacher and peers.
Arrange desks in a U-shape or circle to support visual access during discussions.
Keep classroom lights on. The student cannot see the teacher or their classmates when the classroom is dark or dimly lit.

Support Communication

Establish a “one speaker at a time” classroom norm.
Use students’ preferred communication modes (spoken language, ASL, signs, gestures, written supports).
Encourage peers to get the student’s attention before speaking.
Provide vocabulary previews and check-ins for understanding.
Encourage repetition and discourage the use of “never mind” or “I’ll tell you later”
Do not ask the student if they have heard you. Instead ask a comprehension question around the task or language used.

Foster Social Inclusion

Support structured group work with clear roles and quieter spaces.
Pair the student with inclusive, supportive peers.
Teach classmates simple communication strategies (speak clearly, rephrase, face the listener).
Ensure full access during recess, field trips, assemblies, and extracurriculars.

Promote Independence & Self-Advocacy

Encourage students to request repeats, clarification, or equipment checks.
Practice communication repair strategies.
Involve students in understanding their technology and accommodations.
Offer choices in how they demonstrate learning (visual, written, spoken).
Do not minimize their hearing loss or make games with their equipment.

Collaborate with Specialists

Work closely with the Teacher of the Deaf and Hard of Hearing (TDHH).
Follow recommendations for classroom seating, technology use, and communication supports.
Stay updated on strategies that support students’ changing needs.

Basic Face to Face Considerations:

Repeat key points (dates, page numbers, key vocab)
Write down key points and use visuals
Rephrase using different words
Repeat student questions/discussions/comments/jokes
Use the FM, including passing the microphone
Remember there is a difference between hearing and understanding

FM System Considerations:

Make sure your microphone is 6 inches away from your mouth and is not being covered up by any jewelry or scarves.
Remember to mute/unmute the microphone