Helping The Hard-of-Hearing

The hard-of-hearing have developed methods of study and learning that others can't even appreciate without putting their head inside an empty barrel for hours at a time. Being more isolated in their own minds than others are, their brains can acquire the ability to concentrate on problems for longer periods, and resolve them easier, as Thomas Alva Edison could do throughout his career.

The label “hard-of-hearing” covers a lot of territory, especially when it was self-applied originally. Asking them, “What could make this learning situation better for you?” can open up some mutually enlightening avenues.

What Can They Do To Help?

They could bring a tablet and pen with them so they can write questions of the person next to them and have an answer scribbled silently below that question so they won't embarrass themselves by disturbing the rest of the class.

They can volunteer to read some of the lesson material out loud – when they enjoy doing so. 

One Group held their classes around a long table. “If I could just sit right in front of the teacher every time I could hear a lot better, but we change teachers every week and --” That's okay. We'll put you right across from the teacher every time we change. That will be your chair.

After this one simple accommodation was made, matters improved immediately. Because of class eagerness to help him overcome a natural shyness, as he became more comfortable with his musical-chair position he could soon understand every word spoken in that classroom.

When there are two or more persons in the classroom that are hard of hearing not all problems can be alleviated so easily. However, begin by asking “What can be done in this classroom to make this learning situation better?”

One of the first accommodations that we can make is to write down the number of the lesson on the chalkboard, especially when the lesson material has been changed unexpectedly. Once they know what the lesson is about they can follow along in their manuals much easier.

Teachers can ask them in advance to answer a specific question.

Another solution is to write the question out on the chalkboard first, then turn, face the class, looking for someone to answer the question, then look straight at the person that is hard-of-hearing. Point to the question on the chalkboard and ask it aloud.

As many hard-of-hearing people have developed the ability of intensive reflection, don't be afraid to wait for an appropriate answer to surface. Teachers can also ask the person in advance if they would do research to find an answer to one specific question or segment of the lesson. 

Being reasonably familiar with the person speaking helps immensely.

Another thing we can do for the hard-of-hearing is look right at them when we are speaking because they might have picked up skills in reading lips or listening sub-vocally to someone.

Sub-vocal hearing normally happens in areas where loud noise drowns out natural hearing, but some people can become almost mind-readers under these conditions as they tune out the overwhelming noises around them and listen to the softer tones left in the vacuum.

To sum up, when we make sure some small “disadvantage” brings us together, it can't drive us apart.