Deaf or partially hearing

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Learners may be described as deaf, deafened or partially hearing. Some learners may have been born deaf, others may become deaf gradually or suddenly as a child or adult. Most have some residual hearing. Only a very small proportion have no hearing at all.

There is an important difference between people who are pre-lingually deaf, that is deaf before learning to speak, and those who become deaf later in life. Many deaf or partially hearing people have speech that can be difficult to understand. This in no way equates with their individual proficiency in language or their intelligence.

Impact on learning
Pre-lingually deaf people usually find it harder than others to acquire spoken and written language, as this is generally learned through hearing the spoken word. As adults, their spoken language skills and their understanding of abstract concepts may be less well developed than those of other people, and sign language may be their first or preferred language. In numeracy, deaf people can have difficulty with the language of maths.

Many deaf people find the experience of working in a hearing setting isolating because of the difficulties that communication poses. Some people may prefer to learn where there is a significant community of sign language users, and a teacher who signs. This gives a signing learner direct access to the teacher and other learners rather than asking them to work through an interpreter or communication support worker.

Ways of communicating
People may use speech, lipreading, sign, a hearing aid or a mixture of these in day-to-day communication. Different people will use different methods depending on personal preference, the degree of deafness and the individual's age at the onset of deafness. For example, people who are partially hearing, or who have become deaf later in life may rely more heavily on lipreading, while those who are pre-lingually deaf or profoundly deaf are more likely to prefer sign language.

Sign language
Many deaf people, although not all, use sign language to communicate. BSL is a language in its own right with its own grammar, syntax and vocabulary. There are other sign languages with which learners may be familiar or which they may use, for example American Sign Language. Standard English will need to be taught specifically, in a similar way to that in which English is taught to ESOL or English as an additional language (EAL) learners. Deaf people whose first acquired language was standard English may use Sign Supported English (SSE), a form of visual English using BSL vocabulary. If a learner uses sign language as his or her main method of communication, a trained sign-language interpreter or communication-support worker can interpret the speech of teachers and other people. Learners who use sign language will need to be taught both vocabulary and grammar that are unfamiliar to them, as might their sign language interpreters. Learners may produce pieces of writing that may appear ungrammatical but which are likely to be following the BSL grammatical structure. Such work is not indicative of a learning difficulty. See also British Sign Language (BSL).

For further details see guidance on Working with Support Staff.

Lipreading
Lipreading is an art, not a science, and relies heavily on:

• a knowledge of the language
• an understanding of the context
• good lighting
• good acoustics and a quiet environment
• an awareness of lipreading ambiguities
• clear speech delivered at a natural, if slightly slower pace.

Lipreading is not a straightforward activity: it is difficult or impossible to ''read'' some sounds and some grammatical structures. Only 25 per cent of words can be lipread. Partially hearing and deafened learners in particular may benefit from lipreading classes, which can enable learners to develop coping strategies as well as lipreading skills in a relaxed and supportive environment. Lipreaders may need to use a lipspeaker, in the same way as BSL signers use an interpreter/communication support worker. For further detail see Lipreading and learners who are deaf or partially hearing.

Note takers
Some people will also use note takers in addition to, or instead of, communication support. Some note takers are trained in preparing notes for BSL users.

Hearing aids
Many deaf or partially hearing people use hearing aids even if they use other means of communication. Hearing aids do not compensate for hearing loss in the way that spectacles might remedy short sight. They operate by amplifying sounds, but in doing so all sounds are equally amplified, including background noise, which can be problematic. Although hearing aids are becoming more sophisticated, it is important that teachers are aware of the effectiveness and limitations of the aid used by a learner and design learning activities with this in mind.

Technology
Telecommunications
There are a number of ways in which telecommunication is particularly helpful for learners who are deaf or partially hearing. A Minicom is a text phone that can be coupled to a conventional phone or plugged directly into a phone socket, but it can only communicate with other minicom users if Typetalk, the national telephone relay service, is used. More and more deaf people are using fax as a means of communication. E-mail is now becoming more widespread and is used extensively by deaf people. Mobile phones are popular for text messages and some can send and receive faxes or access the internet. Conventional phones may be used with telecoil and/or amplifier. Most modern phones can give a clearer reception if the personal hearing aid is switched to the 'T' setting, and there are models that have a loudness control for the receiver. Some deaf people rely on pagers to receive messages. Teachers may also need to learn, or at least be aware of, the 'text' dictionary and the language of abbreviations used in telecommunications. The use of video conferencing via the internet is increasing as bandwidth increases and the quality of images improves.

Amplification
A means of amplifying sound may help some deaf people. As with hearing aids, this provision does not have the same effect as glasses on sight; it merely makes sounds louder and does little to clarify the distortion. There are several means of amplifying sounds, and the chosen method will depend on the deaf person's preference. These include:

• a Personal Hearing Aid, which is usually behind the ear and has a 'T' setting for use with loops and phones. It can also be linked to a radio-aid. Although it is discreet, it picks up all background noise indiscriminately and is almost useless over distances greater than six feet from the speaker. New digital personal hearing aids are now proving quite popular.
• a Radio Hearing Aid, which requires the teacher to wear a transmitter and microphone. The learner wears the receiver linked by either a personal loop or direct input to the personal hearing aid. It may also be possible to link it to video and tape players, depending on the make and model. It gives priority to the teacher's voice/sound source, can operate at a distance and is battery powered; it can therefore be used on visits, but the batteries need regular recharging, and it is not very discreet.
• a conference microphone linked to a radio aid, which can be useful for discussions or seminars. It needs to be on a padded surface so that it does not pick up unnecessary vibrations. It is good if the group is sitting in a circle for discussion, as it is multidirectional, but it can cause confusion if more than one person speaks at a time. Like the Radio Hearing Aid, it is not discreet.
• several varieties of loop including: a fixed loop, which is a permanent fixture 'hard wired' into the room; a portable loop, which can be set up in any suitable room; a personal loop, which is connected to a radio-aid and worn around the neck. A loop cuts down on background noise, giving an advantage to the speaker's voice, but the teacher may be 'on a lead' if it is hard wired. Loops can pick up interference from other loops, neon lights and computers in the building, and also cut out other speakers' voices. All types of loop require the teacher or speaker to wear or use a microphone. The microphone may be connected to the system through a hard wire or by radio. Teachers and learners need to take care when moving around the room where there are trailing wires. Loops need regular checking to ensure they are in working order, and the users need to remember to switch them on.

Deaf people who have difficulty with the English language may well, in common with other non-deaf learners, find spell checkers, computer-based dictionaries and the thesaurus helpful to support them in written work. Certain operating systems, like Windows, allow the user to configure the set-up so that the borders of the windows pulsate (flash) to warn the user of an error, as an alternative to sound.

Approaches to consider when working with deaf or partially hearing people

• Face the person at all times when speaking. Speak clearly and encourage other learners to do the same. Speak at a measured but normal speed. Speaking slowly distorts lip patterns, which become impossible to read.
• Approach a deaf person who is working from the front or side to avoid startling him or her.
• Arrange lighting and seating so that everyone's face is well lit. Avoid standing in front of a window or light: this will place your face in shadow.
• People who depend on using their eyes to obtain information will not be able to take notes at the same time, so prepare notes in advance.
• Do not talk and demonstrate at the same time.
• Group work can be difficult for deaf people. Get learners into the habit of indicating when they are speaking. Alternatively, gesture towards the person speaking.
• In group work, repeat questions when giving answers.
• Try to keep background noise to a minimum.
• Be aware that loud noises can be distressing when amplified through a hearing aid.
• Lipreading is very tiring: learners will need to have periodic rests from lipreading.
• Unknown vocabulary is hard to lipread. Write vocabulary down and check that it is understood.
• It is difficult to lipread if the context is not known. The better a talk is structured the better it is followed. Handouts and overheads can be very helpful in complementing spoken instructions and descriptions, but provide these in advance, as learners cannot lipread at the same time.
• Take care not to speak while writing on a board or chart. Learners cannot lipread while the teacher's back is turned.
• Make use of as much visual information as possible such as pictures, labels, diagrams and key words written up. Whiteboards can have a positive effect because they grab the attention of learners who are deaf and cast enough light for signing or lipreading to be seen clearly, even from the back of the class.
• Use short clear statements and vocabulary, avoiding or explaining abstract concepts or jargon. If you find you have not been understood, think of a different way of explaining the same idea.
• Repeat the beginning of an utterance and not just the end, and do not change the wording. Deaf and hearing impaired people may 'tune-in' late to the fact that they are being addressed and miss the beginning.
• When working with interpreters make time for them, and always address the deaf person and not the interpreter.
• Interpreting is tiring: do not speak too quickly. Allow interpreters to have breaks. There might be times when two interpreters are needed.
• Any videos or audio tapes that are to be used in the session should have written transcripts. Deaf learners will benefit if interpreters and communication support workers have access to these before the session and are given notes, handouts and scripts of videos in advance.
• Write down statements wherever possible, but check that these have been understood.
• For sign-language users, many of the techniques for teaching grammar to ESOL/EAL learners may be appropriate, especially on language functions or colloquialisms.
• Make (and encourage learners to look for) direct and explicit comparisons between the different grammars and forms.