More individuals in the United States have a hearing impairment than any other type of physical disability. A hearing impairment is any type or degree of auditory impairment, while deafness is an inability to use hearing as a means of communication. Hearing loss may be sensorineural, involving an impairment of the auditory nerve; conductive, a defect in the auditory system which interferes with sound reaching the cochlea; or a mixed impairment involving both sensorineural and conductive. Hearing loss is measured in decibels and may be mild, moderate, or profound. A person who is born with a hearing loss may have language deficiencies and exhibit poor vocabulary and syntax. Many students with hearing loss may use hearing aids and rely on lip reading. Others may require an interpreter.

Accommodations may include

• seating in the front of the classroom
  
• written supplement to oral instructions, assignments, and directions
  
• visual aids as often as possible
  
• speaker facing the class during lectures
  
• speaker repeating the questions that other students in the class ask
  
• note taker for class lectures
  
• test accommodations - extended time, separate place, proofreading of essay tests, access to word processor, interpreted directions
  
• unfamiliar vocabulary written on the board or a handout
  
• small amplification system called an FM loop system
  
• interpreter seated where the student can see the interpreter and the lecturer
  
• excess noise reduced as much as possible to facilitate communication

If you want to know more about deafness/hearing impairments... 

Hearing aids and lip reading
Some students may use hearing aids and lip reading to assist in discriminating sounds, but only 30% of spoken words in the English language can be lip read. It is important when speaking to a student with a hearing impairment to look at the student, keep hands away from the mouth, use shorter sentences, speak slowly, and use appropriate facial expressions and gestures. Technical and unfamiliar vocabulary should be written down for the student. Standing in front of a window or a source of glare may limit visibility for the student. It is not helpful to shout or exaggerate lip movements.

Interpreters
If the student uses an interpreter, remember to look at the student, not the interpreter. The interpreter should be seated so that the student can see the lecturer and the interpreter. If overheads or videos are used, some light should be left on so that the student can see the interpreter. A note taker or copies of another student's notes may be necessary as the student cannot watch the interpreter and take notes at the same time. Interpreters are professionals with specialized training and they will not give opinions about the student's progress in the course. Consideration of a brief break during a long lecture will give the interpreter and student a much needed rest.

Other considerations
Classroom discussions are difficult and should be followed by summaries of the relevant information. Questions raised by other students should be repeated by the instructor. Videos without captions require a written summary or outline of the important points. Verbal assignments, due dates, changes in schedule, and other information may be missed by the student and should be provided in writing. Oral tests may be impossible for the student and can be solved by a written exam. The student may not hear what is said while the instructor writes on the board. The use of overheads and all types of visual aids provide better communication.