Students Speak Out About School Challenges and Solutions

By Ramona Martin, Illinois H&V

My 12-year-old son, Hunter, is a middle school student in Illiopolis, Illinois and recently presented to teachers in Illinois about challenges he and other students who are Deaf/hard of hearing (D/HH) children face in the educational setting. We wanted to outline them to help other families who may be starting their journey with school or who are not sure how to explain what is most difficult for them at school. We gathered input from other students across the state in hopes of capturing a broad sense of students’ ideas.

• Listening exhaustion is real. D/HH kids’ body and brains get tired without them even realizing from the effort they put in to paying attention daily. When they do not have a component of their system to help them, they get tired much more quickly. They need brain breaks. They need time to rest during the day. It takes a lot of effort to listen and process everything.
• Making friends can be difficult. “If I feel like I am singled out in class or my peers do not understand my hearing needs, I will not feel welcomed. Please have conversations with the class about my hearing needs and the need to speak clearly and slowly.
• Background noise in our classroom creates a huge distraction for me. I hear the sounds closest to me the best, so please be sure my seat is where you want me to hear the sounds around me. Fans, heaters and other kids talking create constant distracting noise in my ears. I try to ignore it and focus on the teacher, but sometimes it is difficult. Also, any noises in the hallway are a distraction for me. Please help keep our classroom quiet.
• My FM System helps the sound of the teachers voice come straight to my hearing aids, but some situations make the FM hurt my ears. Please have conversations with the student about loud settings like a gymnasium or band room, I prefer that you not wear the FM in these settings. Also, please mute yourself if you are going to raise your voice to the class, it comes across too loud in my hearing aids. If you wear jewelry or a lanyard, please do not allow it to be worn with the FM microphone, I hear it rub every time you move.
• Rooms with too much echo or noise create issues for my concentration. Lunchrooms are very difficult. If an adult gives a direction from across the room, I probably will not hear it, please come up with a signal or way to help me know what you want me to do. Assemblies are also very difficult when I sit in the crowd and have to listen to someone on the floor speak.
• I need written instructions for assignments. If you write your expectations, I will be able to refer back to what you want me to do, even if I do not hear everything that you said. However, do not change the rules in class and not on my written instructions. I may not hear what you are changing the rules to and I will do what is written.
• Please do not read to me and expect that I am able to clearly hear and process everything. I need a visual to follow along. I need a copy of the notes, or the book that you are reading. I work best when I can see the material.
• Most D/HH students rely on multiple means of “listening.” We read lips, we watch gestures, we use ASL and we attempt to listen with our ears. The best way for teachers to get to know their students’ needs is to have open conversations with them. If teachers are willing to ask us individually what works and what does not work and help us with our needs, we will feel comfortable asking for extra support when something is not working.

My son also created a list of some of his and other students’ favorite accommodations over the years from his IEP’s and 504 plans. He creates a presentation for his teachers that outline his background and what works best for him at an in-service at the start of each school year.

• Closed Captioning 
• Face me when speaking
• Speak slowly and take time to pronounce the words clearly
• Seated close to the front, away from noises
• Wear a clear shield or facemask
• Give me as many visual cues as possible
• Be sure that you have my attention before speaking to me
• Written notes before a lesson
• Quiet space to work and take tests
• Repeat what my classmates ask, even if I do not ask you to, before you answer their questions
• Go slow, do not rush through verbal lessons
• Real time captioning for assemblies, if possible

Every child is different and not everything that works for one student will work for every student. However, we hope that learning what works for some students may help others know what to try and see if it works for their student. I believe that the best way for a teacher to effectively work with a DHH student is to speak with them openly and honestly, asking questions and problem solving along side the student; it is a team effort with the student as the expert.  ~

Editor’s note: Martin is on the Board of Directors for Illinois H& V. Her son was instrumental in creating this article. He has bilateral sensorineural hearing loss and wears Oticon Opn Play hearing aids.

H&V Communicator – Summer 2021