Hearing Impairment

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K-12 CAMS for Students with Hearing Impairment

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Individuals with hearing impairment may experience any of the limitations discussed below.  The degree of limitation will vary among individuals. Not all students with a hearing impairment will need the same CAMS (compensations accommodations, modifications, strategies) to perform in school and many others may only need a few CAMS. Regardless, each student’s case should be evaluated on an individual basis with an Independent Needs Assessment Protocol done by an Educational Strategist & Consultant or a Special Educational Needs Consultant (SEN).  The following is a sample of possible CAMS for students with a hearing impairment.  Other CAMS solutions may exist so check with an Educational Strategist & Consultant or Special Educational Needs Consultant (SEN) for more information.          



1. What limitations the student with a hearing impairment is experiencing?

2. How these limitations affect the student and the student's school performance?

3. What specific activities or tasks are problematic as a result of these limitations?

4. What CAMS are available to reduce or eliminate these problems?

5. Are all possible resources being used to determine possible CAMS?

6. Has the student with a hearing impairment been consulted regarding possible CAMS?  Does the student know how s/he learns best?

7. Once CAMS are in place, would it be useful to talk with the student and/or team to evaluate the effectiveness of the CAMS and to determine whether additional or different CAMS are needed?

8. Do parents and school staff need training regarding hearing impairments?

9.  Schedule time to meet with the Educational Strategist & Consultant or Special Educational Needs Consultant (SEN) to determine how to communicate needed CAMS with the school team and how to document.




Communicating One on One:

        Use written notes

        Use computer technology such as e-mail and instant messaging

        Provide an assistive listening device (ALD)

        Provide an interpreter

        Provide basic sign language training

        Provide an augmentative communication device



        Provide a TTY


Communicating in Groups:


        Provide an assistive listening device (ALD)

        Provide communication access real-time translation (CART)

        Provide computer-assisted note taking          

        Address environmental factors such as background noise, lighting, and positioning 

        Provide an interpreter

        Use Web-based meeting software or video conferencing for lectures, discussions, and homework

        Provide standard note taking or other text information

        Allow audio recording of lectures, assignments that can be transcribed

        Provide speech recognition software


Communicating with Peers:


        Use a two-way radio

        Use a portable TTY

        Use a paging device

        Use a portable computer



Responding to Emergency Alarms:


        Provide visual or tactile alerting device

        Implement a coach or mentor system




Responding to Other Sounds in the Environment:


        Provide auditory signal software to replace computer sounds

        Allow the use of a hearing dog

        Provide a visual or tactile signal


Dealing with Extraneous Noises:


        Provide sound absorbing panels and carpeting

        Separate the work space from  noisy equipment or areas


Working and Moving around the School Safely:


        Establish paths of travel

        Install flashing lights and mirrors

        Invite the person with hearing

        Use a vibrating one-touch pager

        Install a portable CCTV in key areas


Wearing Hearing Protection:


        Use electronic hearing protection that filters out damaging noise while allowing the user to hear human voices


Accessing Information from Video Tape:


        Add captions videos

        Purchase captioned videos

        Provide an interpreter

        Provide a script of the video








Transcribing Information from Audio Tape:


         Attach a pressure zone microphone (PZM) to the recording device

         Use a direct audio-input device, in-line amplifier, sound equalizer, or amplified headset

         Use the T-coil in a hearing aid and wear a headset just in front of the ear


Communicating with Others at School:


        Notify others that when speaking to the student they should look directly at him/her when speaking (the student must agree to this) or ask to consider communication in writing

        Place mirrors strategically around the classroom to help alert the student of activity around him/her 

2006 Claudia Lowe, SENC  ......  adapted from www.jan.wvu.edu