How your child with hearing impairment is supported in school

There are different types and degrees of hearing loss that require different levels of support. A hearing impairment is likely to have an impact on your child’s speech and language development, literacy skills, social communication and emotional development.

When babies are born they are assessed and those with hearing impairments will be referred to the Islington Physical and Sensory Team (based at Richard Cloudesley School), the specialist team who will support you, your child and the school. Children and young people who have been issued with hearing aids are also supported by this service. The support you receive will be based on your child’s needs.

Schools will receive training from specialist teachers for hearing impairment to help them meet the needs of your child.

The type and level of support required will depend on your child’s needs.

Schools will use the graduated approach - a system to identify and meet the needs of all pupils, including those with special educational needs or disabilities (SEND). Most children and young people with hearing impairments will make good progress and achieve well when the right support is in place.

Quality First Teaching

Quality First Teaching is high quality teaching which provides appropriate learning opportunities to all pupils, whatever their individual needs. It is the first step of a graduated (or stepped) approach in responding to pupils who have, or may have, SEND. Staff knowledge and understanding of SEND is a key factor to good Quality First Teaching outcomes.

All staff must have knowledge and understanding of the SEND Code of Practice 2014 and the The Equalities Act 2010. 

Examples of what might be expected at this level of support:

The class teacher will:

  • Monitor your child’s progress and seek advice if needed
  • Make sure your child is using their aids and help them to manage them – e.g. adjusting volumes, saying if they are not working etc.
  • Consider the listening environment, taking into account seating, lighting, background noise and acoustics
  • Give your child time to watch, process and answer questions and allow extra time to complete work
  • Use pictures and objects to help your child understand new ideas
  • Be aware that they may need to make language easier to understand
  • Be aware that new vocabulary and concepts may need direct teaching
  • Use flexible grouping arrangements
  • Use strategies that develop independent learning
  • Help your child interact with other children to improve their self-esteem and confidence
  • Make sure the curriculum includes examples of diversity.

The teacher of the hearing impaired will:

  • Visit your child in school
  • Spend time with the class teacher to make sure correct strategies are being used in class and that equipment is being used where required
  • Spend time with the class teacher to make sure your child is fully included in the class
  • Advise on any adjustments which could help your child.

The school will:

  • Provide an inclusive curriculum, for example making special arrangements for trips, after school clubs, assemblies and sports days.
SEND Support Plans

Some children will need support that is ‘additional to’ or ‘different from’ what schools provide for all pupils. This is called SEND Support.

The special educational needs coordinator (SENCO) and the teacher will work with you and your child to create a SEND Support Plan which should be reviewed three times a year. This will be based around your child’s strengths and needs and will identify outcomes for your child that will be agreed with you.

It will be important to identify the main characteristic of your child’s main area of need. However, support plans will identify all the needs of your child within the following four broad areas:

  • Cognition and learning
  • Social, emotional and mental health
  • Communication and interaction
  • Sensory and physical
Targeted SEND support might include:
  • Developing your child’s listening, speech and communication skills
  • Developing your child’s self-esteem
  • Helping your child to manage their own hearing aids so that they become more independent with age
  • Managing group dynamics to help your child access other pupils’ verbal contributions
  • Help make language easier to understand
  • Planned arrangements for assessments. 

Teachers of the hearing impaired will give advice on your child’s Support Plan and may also deliver programmes to help your child. The Support Plan should help your child to overcome barriers to learning so that they will be able to learn effectively alongside their class

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