Temporary Teacher of the Deaf

Hearing impairment the difficulties

The most significant impact of hearing loss is access to language. Children spend much of their day actively or passively listening, thus obtaining information by means of information ‘overhearing’ – in fact ‘overhearing’ is how the bulk of information is obtained

Students with hearing loss do not have the same access to information as their hearing who are able to overhear speech and language. Even with the use of hearing technologies, access to information is impacted. As a result, background knowledge is weaker, which impacts on knowledge of receptive and expressive vocabulary

If a child/student does not have access to all of the speech sounds they will mishear sounds and words. For example, the words walk, walked, walks, talk, talked, talks, top, topped, tops may all sound the same. As a result the student with a hearing must make a considerable listening effort when trying to hear the sounds of each word.as a result the student with a hearing loss has to make considerable listening-effort when simply trying to hear the sounds of each word.

Recruitment

Recruiting for teachers of the deaf is not easy as local authorities are finding to their cost.

The initial lack of  teachers in training  ultimately results in the lack of specialist teachers, amongst those teachers of the deaf.   Recruitment for a full-time post  frequently extends over two terms or more.   Auditory actions can help by providing  a specialist experienced teacher of the deaf  able to provide cover until the local  authority has been able to obtain replacement teacher.

This provides an expedient service and an economical one as no agency fees are involved.

Time to change the type of support traditionally offered?

Traditionally the hearing-impaired pupil is visited by a peripatetic teacher of the deaf who will advise the class teacher and perhaps perform some individual work.

This is a transitory process which does not have good outcomes for a range of reasons, the support is transitory, the teacher is often too busy to spend much time with the peripatetic teacher to ‘get to grips’ with their specific difficulties.  The deaf pupil is the responsibility of the class teacher and in the spirit inclusion he she should be able to accommodate the pupils’ needs.  Auditory actions believe by providing time with the class teacher and providing them with the essential skills of including a   pupil with a hearing impairment would be a more beneficial use of time.  The visits made by the teacher of the deaf  could be reduced as class teacher and LSA take on a comprehensive role

The strategies essential for teaching a child with a hearing loss are also useful for many others within the class who have a difficulty with acquiring language.