Plan/do

Children with hearing impairment should remain a part of the setting for all activities, but there may be times when the child needs targeted support in a quiet environment.

There are some adaptations that need to be considered for the setting environment such as:

• Resources, such as relevant checklists and environment audits, could be used in order to improve the setting environment for the child with HI.
• Creating alternative locations for play as well as the playground, for example quieter areas.
• Creating opportunities for flexible groupings and pairings so that children have access to positive language role models.
• Children are appropriately seated on the carpet and at tables to enable them to hear the adult who is speaking and reduce any distractions.
• There is a quiet zone within the setting where lower levels of noise are encouraged and established.
• Noise is minimised and doors and windows are closed whenever possible.  Carpet is used wherever possible.  Please refer to the NDCS website for current advice on creating a good listening environment.
• Trips and activities are carefully planned and risk assessments are completed to ensure that reasonable adjustments are made when necessary for individual needs.

Key staff need to have an understanding of deaf awareness, the hearing loss and its impact on the child as an individual.  Setting-based training for whole staff, groups of staff or individual staff can be provided by the Hearing Impaired Service.  Additional CPD and support may also be available, which could include training on the use of sign language. 

Children with hearing impairment are usually referred to the Hearing Impairment Service and a Teacher of the Deaf is allocated.  There needs to be a named member of staff in the setting who will liaise with the Teacher of the Deaf (TOD) and provision needs to be in place if this named person is absent. 

The TOD may provide resources to support the pupil and provide advice to setting staff in relation to communication, language and literacy development.  The TOD can also model appropriate interaction and advise on social interaction with peers.

The child may benefit from the provision of a radio aid and advice about this is available from the TOD.

All support should be written in an Individual Support Plan or One Plan including the advice from TOD.