Interventions in the school are going to be a large part of determining the success of the student with hearing impairment. With the information that the school will have students with hearing impairments attending should be the start of the process of accommodating for the students. It is important that the students with the impairment are sitting in the classroom where there is a direct visual line towards the teacher but also allow the students to be able to participate with classmates. This placement could be in the front center part of the classroom but should be left up to the student and what will work best for them. Having the teachers and the students in the classroom speak in a clear and normal pace so that either the student is able to read the lips of the person talking and/or the interpreter is able to stay with the conversation and receive time to catch up. Guidelines in the class will need to be set up in classrooms so that it will be easier for the students with hearing impairments to identify who will be speaking. (Adams and Rohring, 2004)
A social worker can be a staff member who is continually in contact with interpreters for the classes. With this in mind the school social worker will need to discuss what the interpreter will need to do. This would include making them aware of school policies and procedures, be prepared to interpret assignments by working with the teachers, discussing confidentiality, and to report and concerns about the student to the school social worker or another supervisor. (Adams and Rohring, 2004)
The school social worker can provide therapeutic support for the student if this is determined in their IEP or is later determined the student needs more support. With working with the student the worker will be able to assist in developing strategies for individual situations. The school social worker can also inform teachers of ways to assist the student or work with them so the student can be successful in education.
There are many other interventions that can be used with students with hearing impairments. Speech therapy can be something that will not only empower but assist the student with advancing their social skills. Studies show that having Speech Language Therapy that have a focus on listening and spoken language could be an intervention providing benefits for students with hearing loss/impairment. It can improve outcomes in areas of receptive language, phonological development, listening in noise and improve articulation. (Fairgray, Purdy, Smart 2010)
A social worker can be a staff member who is continually in contact with interpreters for the classes. With this in mind the school social worker will need to discuss what the interpreter will need to do. This would include making them aware of school policies and procedures, be prepared to interpret assignments by working with the teachers, discussing confidentiality, and to report and concerns about the student to the school social worker or another supervisor. (Adams and Rohring, 2004)
The school social worker can provide therapeutic support for the student if this is determined in their IEP or is later determined the student needs more support. With working with the student the worker will be able to assist in developing strategies for individual situations. The school social worker can also inform teachers of ways to assist the student or work with them so the student can be successful in education.
There are many other interventions that can be used with students with hearing impairments. Speech therapy can be something that will not only empower but assist the student with advancing their social skills. Studies show that having Speech Language Therapy that have a focus on listening and spoken language could be an intervention providing benefits for students with hearing loss/impairment. It can improve outcomes in areas of receptive language, phonological development, listening in noise and improve articulation. (Fairgray, Purdy, Smart 2010)