Deaf, deaf and Hard of Hearing


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About Deaf, deaf and hard of hearing

The term “Deaf” (capitalised D) describes individuals who communicate using Australian Sign Language (Auslan). These individuals identify as belonging to the signing Deaf community, which is like a different ethnic group; it has its own language and culture. Deaf people often interact with both the Deaf and hearing communities, but do not consider themselves to be “hearing impaired”.

In contrast, the term “deaf” (lower case d) describes individuals who physically do not hear, as well as those who do not identify as members of the signing Deaf community.

“Hard of hearing” describes individuals who have a mild to moderate hearing loss, or who have developed hearing loss in late childhood or adulthood. People who are hard of hearing typically use spoken language (including lip-reading) to communicate. They may also rely on residual hearing (possibly with use of a hearing aid), written language, or gestures.

"Hearing impaired" is also often used in Australia to describe people who are hard of hearing, but this is generally not the preferred term.

Using the wrong word to describe a person’s hearing can be offensive, so it is important to ask the student and their family which group they identify with. For more information, see our inclusive language guide.

Strengths

What might be some strengths?
  • Some students who are Deaf or hard of hearing can achieve similar results to their peers academically.
  • Some students are strong visual learners, and are able to mentally hold and manipulate visual information (e.g. picture an object and rotate that picture in their mind).
  • Deaf and hard of hearing students may also show a high level of resilience, especially in their determination to understand a concept, complete a task and master a skill.
Where might you provide support?
  • Students who are Deaf or hard of hearing may need support understanding spoken instructions.
  • Some students may have challenges with speech, vocabulary, attention and behaviour.
  • Some Deaf or hard of hearing students may need support forming and maintaining peer relationships.

Evidence-based strategies

  • Communicate in different ways. Consider including visual methods of communication, such as posters, role plays, captioned videos, storyboards and classroom schedules.
  • Consider using a role model. Deaf and hard of hearing students who communicate via sign language may benefit from having a language role model that they can learn from and communicate with in the classroom. It may be helpful to work with an interpreter or learn some key Auslan signs.
  • Check you have the student’s attention. When giving instructions or communicating with the student, maintain eye contact and check that the student can see your face and mouth.
  • Allow more time to communicate. Some students may need more time to process information, especially if lip reading is involved, and answer questions (e.g. via the use of sign language, picture or gestures).

Best practice tips

  • Students may benefit from a text-rich environment. Consider including visual schedules and posters to illustrate key learning concepts and activities.
  • The physical classroom space may need to be rearranged. This is so that students are positioned where they can easily see both you and their classmates. Encourage students to sit towards the front of the classroom and at an angle that works best for them.
  • Check the classroom has plenty of light. That way the student can better see visual material and demonstrations. This will also help with lip-reading or if an interpreter is present. When communicating with the student, check that you are not standing directly in front of windows and light sources.
  • Be aware of noise levels. Noisy environments may distract students who use hearing aids, cochlear implants and other assistive listening devices.
  • Remove distractions. Students with communication disorders might be easily distracted by objects both inside and outside the classroom environment. Consider sitting the student away from, or with their back to, the windows.

Curriculum considerations

  • The arts curriculum can provide Deaf and hard of hearing students with opportunities to freely express their passions, thinking, and emotions. It may also help with developing problem solving, movement, visual and social skills.
  • Remember to consider the classroom environment.
  • Visit AllPlay Dance for resources to support students who are Deaf, deaf and hard of hearing to be fully involved in dance activities.

Other considerations

  • Some Deaf and hard of hearing students may not know how to tell an adult if there is an emergency, or what to do in an emergency or emergency drill. Work collaboratively with the individual student and their parents/support team, to find out the best methods of communication and support.
  • Consider how you can alert a student who is Deaf and hard of hearing, in the event of an emergency. Collaborate with the student, and their parents, regarding relevant signs, equipment, and strategies that can be used.
  • It might be helpful to spend time discussing and practising what to do if an emergency occurs within the classroom. Role plays and demonstrations may help.
  • Consider having a poster that shows the student the sequence of actions to undertake in the case of an emergency. Check that the student is aware of where this is, and is able to easily and frequently access this.

Relevant resources

Visit our resources page for a range of resources that can help to create inclusive education environments for children with disabilities and developmental challenges. Some particularly relevant resources for children who are Deaf, deaf and hard of hearing include:

Strengths and abilities communication checklist
Class schedule
Emotion cards (A4)
Stay play talk poster
Peer mediation steps poster
Peer mediation communication prompts poster (for older children)
Story - Going on an excursion
Story - Being different

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