Hearing impairment and learning

Whether your child is profoundly deaf, has moderate hearing loss, or uses cochlear implants or hearing aids, their hearing impairment will affect how they access education. They may need: a Teacher of the Deaf, radio aids or soundfield systems, a communication support worker, British Sign Language (BSL) support, acoustic treatment of their classroom, and modified teaching approaches. An EHCP ensures these provisions are specified and delivered.

Communication approaches

The EHCP should reflect your child's communication needs and your family's preferred approach - whether that's oral/aural, BSL, Sign Supported English, or a combination. The law gives you the right to express a preference, and the LA must have regard to it. If your child uses BSL as their primary language, the EHCP should specify BSL-fluent support staff and access to BSL teaching.

The Teacher of the Deaf

Qualified Teachers of the Deaf (ToDs) are specialists who understand how hearing impairment affects learning. They can assess your child's needs, advise schools on adaptations, provide direct teaching, and monitor progress. An EHCP can specify regular ToD involvement - the frequency and type of support should be quantified (e.g., "weekly 1:1 sessions of 45 minutes").

Technology and equipment

Hearing technology can transform a deaf child's educational experience. Radio aids (FM systems), soundfield systems, captioning, and assistive listening devices should be specified in the EHCP. The EHCP should also address who is responsible for maintaining and troubleshooting equipment during the school day.

Deaf identity and wellbeing

Being deaf is not just an educational need - it's a part of your child's identity. A good EHCP considers the social and emotional aspects of deafness, including access to deaf peers, exposure to deaf role models, and support with deaf identity. Your child's wellbeing matters as much as their academic progress.