Hearing impairment

The World Health Organisation (WHO) states that "a person is said to have hearing loss if they are not able to hear as well as someone with normal hearing, meaning hearing thresholds of 20 dB or better in both ears. It can be mild, moderate, moderately severe, severe or profound, and can affect one or both ears. Major causes of hearing loss include congenital or early onset childhood hearing loss, chronic middle ear infections, noise-induced hearing loss, age-related hearing loss, and ototoxic drugs that damage the inner ear. The impacts of hearing loss are broad and can be profound."

Strengths on school experience

Students feel that their strengths in school can include:

being flexible, adaptable, and resilient
being understanding, patient, and supportive of individual learners
using different strategies to promote progress
producing a range of accessible resources for pupils to use
empathising and supporting pupils with hearing and other sensory impairments
using personal experience and strategies with children in their class.

Potential challenges on school experience

Students shared that barriers on school experience might include:

managing low level behaviour while leading the class
participating in louder environments, such as assemblies, canteens, and busy classrooms
needing more time to complete tasks
needing to familiarise themselves with the layout of the classroom and school.

Disclosing your needs on school experience

One of the most useful ways to ensure you are supported while on your placement is to disclose your diagnosis to your mentor, if you feel comfortable to do so. It is important that your mentor understands what your strengths and your unique challenges may be. Delay in disclosure or not disclosing could mean that you do not have access to the support you deserve. To help you with the conversation, follow what, when, and how guide.

What: state what is relevant, you do not need to disclose everything. Suggest the challenges you may need support with and how you mentor can support you with this.
When: as early as possible at a convenient time, or when specific support is needed.
How: in conversation with your mentor. Position your disability positively and come preprepared for the conversation.

Strategies for students on schools experience

St Mary's University encourages students to advocate for themselves and take ownership over their school experience. Students may wish to consider:

being proactive in developing their own strategies
speaking to their mentor about the most accessible ways to engage with training
considering the reasonable adjustments they require to promote progress
making use of assistive technology, where appropriate.

Strategies for mentors supporting students

Mentors play a significant role in supporting our trainees in school. Trainees may be best supported by mentors if they:

work with the trainee to ascertain what would be helpful for them while on placement
provide access to systems, documents, and resources
take time to ensure trainee understanding
hold meetings in quiet spaces to promote accessibility
support the trainee in maintaining a working noise level in the classroom
explain tasks clearly, writing important details in emails or in meeting records
offer more regular check-ins, if this would help the trainee
support trainees in understanding the week ahead in good time
support access to assistive technology and accessible documentation.

Support if issues arise on school experience

Students should:

speak to their personal tutor and programme staff for support
seek support from the Wellbeing Service
refer to wellbeing on placement handbook.