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Overview, things to think about when teaching phonics to deaf children, the benefits of pre- and post-tutoring.
Deaf children will not be able to hear the phonic sounds as clearly or easily as hearing children.
Sounds may be difficult to differentiate by lip pattern. Gesture and visual cues will support a child’s understanding, for example:
- Jolly Phonic actions or visual phonics
- writing the grapheme on the board so that they associate the grapheme with the phoneme
High frequency, unvoiced sounds of speech such as ‘s’, ‘f’ and ‘th’ will be more difficult for a deaf child to hear.
Things to think about when teaching phonics to deaf children
Teaching environment
A deaf child will benefit from a quiet environment with minimal background noise so that they can hear the teacher’s voice clearly.
In a classroom environment, it’s harder for a deaf child to distinguish sounds of speech over background noise, as hearing aids amplify all sounds.
Teaching pace
Check that the child has learnt each phoneme before moving to the next.
Extra time or support may help when introducing new concepts, for example rhyme, alliteration, blending and segmenting.
Taking breaks or keeping sessions short
Deaf children actively listen in order to access teaching and learning. This demands sustained concentration, which can lead to tiredness.
Listening breaks or frequent, short phonic sessions help deaf children to access, learn and make progress.
Benefits of pre and post-teaching
Pre-tutoring allows the child to hear the sound in a quiet environment. This will help the child to access the content of the lesson and apply it. An adult can check that they can hear and pronounce each phoneme correctly.
Pre-tutoring gives the child more time to process and develop important skills such as rhyme or blending.
The teaching of phonics can be challenging if a child relies on lip reading as some sounds have a similar lip pattern, for example p and b. Also, some sounds don’t have a distinct lip pattern, for example k or n.
Pre and post teaching, as well as using hand gestures to support understanding, can help in these circumstances.
Recapping phonemes that the child has already been taught will support working memory.
Additional support
If you need additional support, contact the Sensory Support Service.
The National Deaf Children’s Society has put together:
- guidance on teaching phonics to deaf children
- guidance on deaf friendly remote teaching
- a checklist to assess listening conditions
What APD is, how it’s diagnosed, how to support a pupil with APD.
What APD is
The British Society of Audiology (2018) states that APD is characterised by poor perception of speech and non-speech sounds.
It has its origins in impaired neural function. This impacts on everyday life mainly through a reduced ability to listen, and therefore respond appropriately to speech and other sounds.
How APD is diagnosed
APD requires a specialist assessment by a doctor.
Individuals typically present at clinics reporting:
- listening difficulties
- other behaviours consistent with hearing loss, despite a normal audiogram
These behaviours include:
- greater difficulty hearing in noise
- mishearing speech
- frequent requests for repetition
- poor attention to or memory of auditory instructions
APD is often found alongside other conditions which may involve vision and the cognitive functions of:
- language
- speech
- attention
- executive function
- fluid reasoning
- memory
- emotion
APD may therefore include both auditory and cognitive elements.
How to support a pupil with APD
Ways to support a pupil with APD include:
- sitting the pupil towards the front of the room near wherever the teacher sits, middle or side, so they can have access to both visual and auditory information and to see peers during discussions
- reducing auditory and visual distractions: keep student away from background noise sources such as outside noise or equipment in the classroom
- speaking in a clear voice, being careful not to over-articulate
- making sure your face is visible to the class: don’t stand in front of windows to avoid being in shadow
- gaining attention before giving instructions and regularly checking for attention
- encouraging the pupil to ask for clarification, self-monitoring and self-regulation
- frequently paraphrasing or summarising important points
If you’re using Assistive Listening Devices (for example, Radio Systems and Soundfield Systems):
- make sure they’re working
- position the microphone of the transmitter worn by the speaker appropriately
- remember to ‘mute’ the system when speaking individually to another child or teacher
To improve the acoustic environment, consider:
- reducing background noise by:
- closing doors and windows
- switching off any unnecessary equipment
- using foam or felt inside pen pots or utensil storage to reduce clatter
- managing group work effectively to reduce unnecessary noise
- using felt pads or rubber stops on table and chair legs to reduce scrape on hard floors
- minimising reverberation by:
- carpeting floors
- using curtains, blinds, rugs, mats wherever possible
- using soft display boards
- hanging displays across the room in line with health and safety guidelines
To improve the visual environment, consider:
- good lighting in the classroom
- not standing in front of the windows when teaching
- arranging seating so that the pupil can see you
- keeping visual distractions to a minimum, for example change flickering lights
- standing to the side when using the interactive whiteboard
What unilateral hearing loss is, how it can affect a child, how to support a pupil with unilateral hearing loss.
What unilateral hearing loss is
Unilateral hearing loss means a hearing loss in one ear. This can range from mild to profound in the affected ear.
How unilateral hearing loss can affect a child
When someone can hear well, their brain is able to:
- filter out unwanted background noise
- concentrate on what they want to listen to
This is much harder for a child with unilateral deafness.
In some situations, a child with unilateral hearing loss may have difficulty:
- hearing sounds or speech in the normal ear coming from the side with the deafness, because the head naturally blocks some sound from that side (this is called the 'shadow effect')
- identifying the source of sound or the direction a sound is coming from
- judging the distance the sound is coming from
- understanding speech when there is background noise
This can affect a child with unilateral deafness in different ways.
Incidental learning
Incidental learning is learning that takes place in everyday settings, at home or out and about, and is not taught at school.
Incidental learning:
- helps children build vocabulary
- gives children grammar and general knowledge
Children with unilateral hearing loss may not always hear what’s going on around them, especially when there’s background noise. They may need to be taught these language skills directly at school.
Tiredness and concentration fatigue
Children with unilateral hearing loss may have to spend more energy concentrating on listening. As a result, they may experience tiredness and frustration that affects their behaviour.
Small adjustments to your environment and how you communicate can make listening much easier.
Sometimes the child will wear a hearing aid on one side.
How to support pupils with unilateral hearing loss
Ways to support pupils with unilateral hearing loss include:
- seating the child near the person speaking
- reducing background noise as far as possible
- give more time for the child to process or respond to information
- check discreetly that the child has heard and understood what’s been said
- make sure keywords are explained at the start of every lesson: the child may not have the vocabulary you’d expect of a child of that age
- indicate who’s talking, repeat back contributions from other class members
See also the National Deaf Children’s Society information for professionals.
What sensorineural hearing loss is, how it can affect a child, what you can do to support a pupil with sensorineural hearing loss.
What sensorineural hearing loss is
Hearing loss and deafness are the result of sound signals not reaching the brain due to a problem in the hearing system.
Sensorineural hearing loss is the result of damage to:
- the hair cells inside the inner ear
- the hearing nerve
- both the hair cells inside the inner ear and the hearing nerve
Sensorineural hearing loss:
- changes your ability to hear quiet sounds
- reduces the quality of the sound that is heard
- is permanent
Sensorineural hearing loss can be:
- mild
- moderate
- severe
- profound
How sensorineural moderate hearing loss can affect a child
If a child is diagnosed with a sensorineural moderate hearing loss, it means they can’t hear all speech sounds.
Most children with a mild, moderate, or severe hearing loss will be prescribed hearing aids so that they can hear speech. With their hearing aids they might hear one-to-one conversation held in quiet surroundings. Hearing well in a busy classroom will be difficult.
In order for the child to access speech, families of children with a profound hearing loss may choose to:
- have surgery for a cochlear implant
- use British Sign Language
Incidental learning
Incidental learning is learning that takes place in everyday settings, at home or out and about, and is not taught at school.
Incidental learning:
- helps children build vocabulary
- gives children grammar and general knowledge
Children with hearing loss may not always hear what’s going on around them. They may need to be taught these language skills directly at school.
Tiredness and concentration fatigue
Children with hearing loss using hearing aids or cochlear implants may have to spend more energy concentrating on listening. As a result, they may experience tiredness and frustration that affects their behaviour.
Small adjustments to your environment and how you communicate can make listening much easier.
How to support pupils with sensorineural hearing loss
Ways to support pupils with sensorineural hearing loss include:
- seating the child near the person speaking
- reducing background noise as far as possible
- giving more time for the child to process or respond to information
- checking discreetly that the child has heard and understood what’s been said
- making sure keywords are explained at the start of every lesson: the child may not have the vocabulary you’d expect of a child of that age
- indicating who’s talking, repeat back contributions from other class members
- providing visual support for all teaching
See also the National Deaf Children’s Society information for professionals.
What permanent conductive hearing loss is, how it can affect a child, how to support a pupil with permanent conductive hearing loss.
What permanent conductive hearing loss is
Conductive hearing loss is when sound cannot pass efficiently through the outer and middle ear to the inner ear (cochlear and auditory nerve). This is due to something blocking the hearing pathway.
Permanent conductive hearing loss is when this remains long term.
Causes of permanent conductive hearing loss
The main causes for permanent conductive hearing loss are:
- persistent glue ear: when presence of fluid in the middle ear becomes long term
- damage to the three bones in the middle ear (malleus, incus, stapes)
- microtia: under-development of the outer ear (pinna)
- atresia: the absence of the ear canal
How conductive hearing loss can affect a child
When someone can hear well, their brain is able to:
- filter out unwanted background noise
- concentrate on what they want to listen to
This is much harder for a child with a hearing loss. Small adjustments to your environment and how you communicate can make listening much easier. Sometimes the child will wear a hearing aid.
Permanent conductive hearing loss can affect a child in different ways.
Incidental learning
Incidental learning is learning that takes place in everyday settings, at home or out and about, and is not taught at school.
Incidental learning:
- helps children build vocabulary
- gives children grammar and general knowledge
Children with hearing loss may not always hear what’s going on around them, especially when there’s background noise. They may need to be taught these language skills directly at school.
Tiredness and concentration fatigue
Children with hearing loss may have to spend more energy concentrating on listening. As a result, they may experience tiredness and frustration that affects their behaviour.
How to support pupils with permanent conductive hearing loss
Ways to support pupils with permanent conductive hearing loss include:
- seating the child near the person speaking
- reducing background noise as far as possible
- give more time for the child to process or respond to information
- check discreetly that the child has heard and understood what’s been said
- make sure keywords are explained at the start of every lesson: the child may not have the vocabulary you’d expect of a child of that age
- indicate who’s talking, repeat back contributions from other class members
See also the National Deaf Children’s Society information for professionals.
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