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Resource Booklet on Supporting Students with Hearing
Impairment
Speech and Hearing Services SectionEducation Bureau
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Contents
1
2
4
3
Introduction
Common Difficulties encountered byStudents with Hearing Impairment
Understanding the Needs of Students with Hearing Impairment
Support Team
1
2
13
7
Auditory
Case Records
School Support
Communication
Home-School Communication
Professional Support
Learning
Adaptation Situations
Partners
Psychosocial
Use of Hearing Devices
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6 Annexes36
40
38
44
51
57
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Annex 1: Degrees and Types of Hearing Impairment
Annex 2: Audiological Assessment Report (Sample)
Annex 3: Tips for Teachers to Help Primary Students with Hearing Impairment on School Adaptation
Annex 4: Tips for Teachers to Help Secondary Students with Hearing Impairment on School Adaptation
Annex 5: Questionnaire on the School Adaptation of Students with Hearing Impairment (Teacher)
Annex 6: Questionnaire on the School Adaptation of Students with Hearing Impairment (Parent)
Annex 7: Questionnaire on the School Adaptation of Students with Hearing Impairment (Student)
Arrangements of Good Listening Environment
Communication Strategies
Teaching Strategies
Special Examination Arrangements
Peer Support
Psychosocial Support
Activities for Inclusive Culture
Tier Support
Home-School Cooperation
Review of Effectiveness
5 School-based Support 18
Administrative Arrangements
Orientation
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1 Introduction
No matter whether students are promoted to primary school from kindergarten, or
to secondary school from primary school, many of them may encounter difficulties
in adaptation to new school life. For example, they may feel unfamiliar with
the new school environment, the mode of learning, teachers and schoolmates,
etc. Students with hearing impairment (HI) face not only the above-mentioned
difficulties but also the communication and learning difficulties arising from their
HI, which make them difficult adapt to new school life. The Speech and Hearing
Services Section of the Education Bureau (EDB) has developed this resource
booklet to help school personnel understand the hearing status and the special
educational needs (SEN) of students with HI systematically so that they are able
to provide the students with timely and relevant support. This facilitates a smooth
transition for students to get involved into new school life.
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2 Common Difficulties encountered by Students with Hearing Impairment
Auditory
Good listening ability is crucial to communication and acquisition of new
knowledge. Hearing impairment not only makes it more difficult for students to
pick up sounds, but it may also affect their language development, daily learning,
interpersonal relationship and psychosocial development. Hearing impairment can
be congenital or acquired (e.g. caused by disease, trauma or drugs). The types of
hearing impairment can be categorized as conductive, sensorineural or mixed. The
degrees of hearing impairment can be classified as mild, moderate, moderately
severe, severe or profound. Although students can benefit from the hearing
devices, the impact of hearing impairment on their school life can be different
depending on the degrees and types of hearing impairment. Please refer to Annex
1 for more information about the degrees and types of hearing impairment.
Students with HI often encounter difficulties in schools in the aspects of auditory,
communication, learning, psychosocial and use of hearing devices.
With the assistance of hearing devices, students with HI may still have difficulties
in speech reception. They need to pay extra attention to comprehend the content of
speech and they may also feel tired with prolonged listening activities.
Limited speech reception affects the language experiences of students with HI.
Receptively, they may have difficulties with speech sounds that contain certain
frequencies or words that sound similar. They may also have difficulties in learning
abstract vocabularies, complicated phrases and new concepts. Expressively,
students with HI may have problems in articulation, word usage, sentence
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Degree of hearing
impairmentListening difficulty
Mild hearingimpairment
● Have difficulty in perceiving soft sounds or the content of conversations in a noisy environment
● Require to stay closer to the sound source and have a good listening environment to enhance the effectiveness in sound perception
Moderate hearingimpairment
● Unable to completely perceive the content of conversations at normal voice level● May require the use of hearing devices for enhancing communication ability
Moderately severehearingimpairment
● Can hear people talk only within a short distance● Have difficulty in understanding audioclips or audio-visual information without subtitles● Require the use of hearing devices and speechreading for
enhancing communication ability
Severehearingimpairment
● Can hear loud sounds only within a short distance● Have difficulty in understanding audioclips or audio-visual information without subtitles● Have to rely on hearing devices and speechreading to comprehend the content of speech
Profoundhearingimpairment
● Usually find it very difficult to hear sounds and can sense the vibration only
● Difficult to perceive and understand audioclips or audio-visual information without subtitles● Have to rely on hearing devices to perceive sounds● Have to rely on speechreading, other visual cues such as gestures and body language for comprehending the content of conversations
Unilateral hearingimpairment
● Have difficulty in perceiving soft sounds from the poor ear● Have difficulty in understanding speech in a noisy environment● Have difficulty in sound localization
completeness and expressing speech with incomplete meaning. In the absence of
early and timely support, students with different degrees of hearing impairment
may have different listening difficulties and their language development may be
affected. Table 1 illustrates the listening difficulties caused by different degrees of
hearing impairment.
Table 1 Listening difficulties caused by different degrees of hearing impairment
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Communication
Learning
When students with HI communicate with
others, it is as if they are shrouded in an invisible
barrel and could not perceive complete speech
information. They may misunderstand what
others are saying. Other people may not be aware
of the misunderstanding, which may easily cause
communication breakdown. The following are
some common situations:
● Get the wrong message or miss the speech contents
● Have confusion of words that sound similar
● Need to observe others before responding, which leads to delayed responses
● Provide irrelevant answers to questions
● Difficult to distinguish emotions in speech
Hearing impairment limits the experience of students with HI in processing speech
messages, thus affects their language development, particularly in their receptive
and expressive language ability. The weak language foundation also hinders the
development of listening, speaking, reading and writing abilities, which affects
their learning effectiveness. The following are the common learning difficulties:
● Difficult to understand the questions in various subjects due to weak language
comprehension
● Have difficulties in mastering the use of function words, particles and abstract
vocabularies
● Weak in abstract thinking and analysis
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● Compositions are relatively short and less well orgainized with frequent use
of inappropriate words, redundant words, occurrence of missing words in
sentences, confusion of words that sound similar, syntax error, etc.
● Need longer processing time and much more attention to comprehend or get
the meaning of speech messages when they learn languages or subjects which
are listening-oriented (e.g. Language and Music subjects)
● Difficult to master the speech sounds (including phonemes and tones)
accurately when learning languages, leading to inaccurate pronunciation,
confusing words with similar sounds and making incomplete or ambiguous
sentences
Psychosocial
Due to the limitation in perceiving speech sounds, students with HI often
encounter communication breakdown with people. In addition, it is harder for
them to share their daily experience with classmates during chatting or discussion.
This may affect their psychosocial development or even cause them to have lower
self-confidence, stubborn and sensitive personality. On the other hand, students
with HI may not accept or face their hearing problems. They may even care much
about what other people think about their hearing impairment and the use of
hearing devices. They, therefore, may have lower self-esteem, suspicion towards
others or withdrawal behaviours, etc. When they encounter difficulties, they
seldom express their needs or seek help from others.
The following situations may have impact on the psychosocial development of
students with HI:
● Activities at noisy places of the school (e.g. in playground and corridors) make
students difficult to perceive and understand speech messages, which affects
their participation in school activities
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Use of Hearing Devices
The hearing devices can help students with HI perceive speech sounds more
effectively. However, some of them are reluctant to use the hearing devices in
school due to various reasons, which affects their communication, learning and
psychosocial development. Common reasons are listed below:
● Not accepting their own hearing impairment
● Worrying about the negative comments on hearing impairment by other people
● Having concern when teacher uses equipment particularly for them, such as
using FM system
● Having hearing devices with the settings not appropriately adjusted
● Not knowing how to operate the hearing devices
● In group conversation, their auditory and communication needs are neglected
or ignored
● Bullying related to hearing impairment is not timely or appropriately handled
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3 Support Team
The EDB has been encouraging schools to adopt a 3-Tier Support Model1 under the
Whole School Approach (WSA) to provide support according to the needs of
students with SEN (including students with HI). In the WSA, student support
teams, teaching personnel, student counsellors, social workers, school-based
educational psychologists, school-based speech therapists, etc. will provide
students with HI with school-based support service. Besides, the EDB provides
them with professional support services such as the audiological support services
and the “Enhanced Support Service for Students with Hearing Impairment” (ESS).
Furthermore, the parents (including parents of students with HI), students with
HI themselves, and their classmates should work collaboratively with school
personnel and professionals to help students with HI adapt to school life. (See
Figure 1.)
School supportProfessional supportPartners
Classmates
Studentswith HI
Parents
ESS
AudiologicalSupportServices
School-basedSpeech
Therapists
School-basedEducational
Psychologists
StudentGuidance Personnel/
SocialWorkers
TeachingPersonnel
StudentSupportTeam
1 For details, please refer to the “Operation Guide on the Whole School Approach to Integrated Education” which has been uploaded to EDB website.
Figure 1 Support Team for Students with HI
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School Support
Student Support TeamThe student support team is responsible for planning and implementing support
services for students with HI. The team regularly reviews the progress of students
and refers them to have professional support provided by the school itself or other
organisations (e.g. student counselling services, school-based speech therapy
services, ESS, audiological support services and school-based educational
psychology services) when necessary. The student support team should consist of
the following members:
● Coordinator (generally taken up by school head, deputy school head or
experienced senior teacher)
● Curriculum development officer / officer of academic affairs, guidance master,
school social worker
● Class teachers or subject panels who teach students with HI
Teaching PersonnelTeachers may adopt effective teaching strategies and materials in daily activities
according to the needs of students with HI. These include:
● Creating a good listening environment
● Adopting different teaching strategies, e.g. the use of visual cues,
providing the information missed by the students, etc.
● Providing guidance to help students overcome the barriers arising from hearing
impairment
● Assisting the formulation and arrangement of support measures
In addition, schools may arrange other teaching staff such as teaching assistants to
help schools implement various support for students with HI. These include:
● Providing learning support in classroom
● Providing individual or group tutorials
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● Helping students participate in various learning activities
● Observing students’ progress
● Recording students’ learning outcomes
● Participating in review meetings
Student Guidance Personnel / Social WorkersAfter receiving a referral, student guidance personnel / social workers will
contact relevant teachers, parents and students with HI to understand the students’
learning and behavioural performance and family support so as to develop
appropriate support plan, e.g. guidance to students on handling their learning,
behavioural or social problems, arranging individual or group counselling,
conducting family support programmes. Furthermore, case conference will be
held to let school counsellors, class teachers, teaching staff and parents review
the progress and effectiveness of the case. If the students with HI are suspected to
have psychosocial problems, the student guidance personnel / social workers may
consider referring the case to relevant professionals for further follow-up.
School-based Speech TherapistsIf students with HI are suspected to have speech and language problems, the
schools will refer the students to the school-based speech therapists for assessment
to find out whether the students have speech and language impairment (SLI),
including articulation, language, voice and fluency problems. Intervention
programmes will be planned according to the students’ problems. These include
individual or group therapy and advice for parents and teachers. The school-
based speech therapists will regularly review the progress of the students having
SLI, so as to adjust their treatment plans. If review results reveal that the progress
of the students is satisfied, the school-based speech therapists will further guide
them to generalize the acquired speech and language skills to daily life contexts,
so as to strengthen their ability to meet communication and learning demands. In
addition, the school-based speech therapists will work with teachers to carry out
collaborative teaching or provide professional support on the curriculum.
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School-based Educational PsychologistsSchool-based Educational Psychologists (EPs) will provide psychological
assessment and counselling services for students with HI having learning,
emotional and / or behavioural problems. Through post-assessment meeting, the
EPs will explain to parents and school personnel the assessment results and discuss
the educational support for every student. The EPs will also review students’
progress and provide follow-up regularly.
Professional Support
Audiological Support ServicesThe EDB will provide students with HI with free hearing aid fitting, related
maintenance services and regular hearing aid replacement, etc. if needed.
Meanwhile, the EDB will forward the audiological assessment reports to schools
for reference and follow-up after obtaining parent consent.
When students are suspected to have hearing impairment, schools should advise
parents to take their child to see the doctor as soon as possible. The EDB will
provide further follow-up services including school-based and audiological
support services to students with persistent hearing impairment.
Enhanced Support Service for Students with Hearing ImpairmentIf students with HI studying in ordinary schools still have persistent learning and
communication problems after receiving school-based support, the EDB will
refer the students to receive the ESS. School for children with hearing impairment
will provide the ESS which is commissioned by the EDB. The resource teachers
(RTs) of this school will provide after-school support for students with HI to help
them develop learning strategies, enhance their literacy skills and improve their
speech, language and communication skills, in order to enhance their learning and
communication effectiveness. The RTs will also pay visits to the home schools
of the students to provide guidance, including application of learning strategies,
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speech and communication training, emotional and social counselling, etc. They
will share their experience and teaching strategies with teachers of the home
schools to support the students to adapt in the ordinary schools, through case
conferences, workshops, seminars and lesson observation.
Partners
ParentsThe parents of students with HI are important partners to schools for supporting
students with HI. Through close communication and cooperation with the parents,
the effectiveness of school-based support can be further enhanced. Therefore, the
parents of students with HI can:
● Provide information on the learning and developmental needs of students
● Work together with schools and relevant professionals to formulate student
counselling plan and support measures
● Provide support in line with the support measures formulated by schools
● Participate more often in school activities to understand students’ school life
Other parents are also valuable human resources for schools. They can:
● Help schools provide support to students with HI
● Develop children to have good character so as to help students with HI
● Build a network of mutual support to provide emotional support for the parents
of students with HI
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Students with Hearing ImpairmentStudents with HI should accept their hearing impairment and use their hearing
devices consistently. They should understand that appropriate support can help
them overcome the barriers. They should:
● Receive support or counselling
● Use different listening, communication and learning strategies
● Inform teachers or other people of their hearing difficulties and needs when
they face problems
● Share their feelings with others
ClassmatesClassmates should show acceptance and care to students with HI and work in
partnership with them. Classmates may:
● Create a good environment for listening and communicating
● Offer peer support
● Encourage students with HI to accept their hearing impairment and use hearing
devices consistently
● Encourage students with HI to seek assistance proactively when they encounter
difficulties
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4 Understanding the Needs of Students with Hearing Impairment
Schools should provide early identification and intervention to students with HI,
especially those who are newly admitted or newly diagnosed, so that they can receive
teachers’ and peers’ acceptance, recognition and care in schools. This will minimize
their adaptation problems and promote positive learning attitude, as well as emotional,
behavioural and psychological development.
Schools may understand the needs of students with HI through information such
as information on special educational needs provided by former schools or other
organizations, concerns or needs expressed by parents or students, observation on
students’ school adaptation made by school personnel, etc. (See Figure 2.)
Case Records
● Audiological
assessment
reports
● Other assessment
reports and related
information
● Medical reports
● Teaching
strategies
● Learning records
Home-School
Communication
● Communication
methods
● Tips provided by
newly admitted
students with HI
Adaptation Situations
● Performance in
class
● Records of
observation
● Interviews
● Questionnaires
Figure 2 Information for understanding the needs of students with HI
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Case Records
Home-School Communication
If parent consent is obtained, the EDB will forward the audiological assessment
reports of students with HI to their schools. In general, the assessment reports
indicate the degree of hearing impairment, difficulties and suggested support
strategies, e.g. sitting near teacher or sound source, facing the communication
partner or using the hearing device, etc. A sample of audiological assessment
report is shown in Annex 2.
To ensure that students with HI can continue receiving appropriate support when
they are admitted to new schools, the EDB encourages former schools to transfer
related information (e.g. professional assessment reports, medical reports, teaching
strategies, learning records, etc.) to new schools as soon as parent consents are
obtained.
At the commencement of the school year, teachers should review students’ files
to understand their SEN. Former and current teachers can further discuss the
objectives and support strategies in the case conference. The Student Support
Team should also review the case progress regularly, pool and deploy resources
from school itself or other organisations to enhance the support effectiveness.
Schools should encourage parents to proactively provide schools with information
or documents on the SEN of their children through various communication
platforms, such as orientation day for new students, parent days, direct meetings,
and contact through phone, student handbook or by post, etc. Parents should also
be encouraged to express their concerns and views, including suggestions on the
support provided for their children, mode of guidance and other information, etc.
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A. Basic information
● Name of former school ● Hobbies, strengths, weaknesses (including academic performance) ● Support services received in the past or at present (e.g. Enhanced Support Service for Students with Hearing Impairment Attending Ordinary
Schools)
B. Hearing status
● Degree of hearing impairment ● Types of hearing devices (if applicable) ● Recommendations from the professionals
C. Required support strategies in various aspects
● Seating arrangements (e.g. close to the sound sources) ● Auditory (e.g. the speakers should move less while speaking and they
should speak clearly and in natural voice) ● Communication (e.g. students may require the speaker to repeat) ● Learning (e.g. more visual cues may be required)
D. Concerns
● Individual support (e.g. school personnel may need to help the student wear the hearing device or replace the batteries)
In addition, schools will receive tips for teachers prepared by the students with HI
or their parents at the commencement of the school year. The tips designed by the
EDB generally include students’ basic information, degree of hearing impairment,
support strategies and concerns, etc. (See Table 2.) Students with HI can also
express their strengths and needs in the tips. Hence, the school can understand
the students’ needs early through tips and provide timely support to the students
so as to facilitate their integration into school life. Annex 3 and Annex 4 show
the samples of tips designed for primary school and secondary school students
respectively.
Table 2 Contents of the tips
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Adaptation Situations
Schools may use different ways to understand the school adaptation of the students
with HI and identify their needs. The common ways are listed below:
ObservationSchool personnel may understand the school adaptation of the students with HI by
observing their performance in class and in school. For example, they can observe
whether:
● Students receive speech messages clearly
● Students communicate with others effectively, e.g. approaching the speaker
while listening, showing that they cannot fully understand, asking for repetition
or support, etc.
● Students participate in lessons and school activities actively
● Students like to communicate with people
Interviews and questionnairesSchools may further understand students’ needs through interviews and
questionnaires. In order to fully understand the difficulties of students and enhance
home-school cooperation, the target subjects of interviews and questionnaires
are the teaching personnel, parents and students with HI. The contents of the
interviews and questionnaires are given below for reference:
Teaching personnel
● Information on students’ performance in schools and their difficulties
encountered can be collected from teaching personnel. Annex 5 is a sample of
questionnaire for the teachers
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Parents
● Information on student’s SEN, health condition, support from other
organizations and other references which include parents’ expectations on
school-based support services and other concerns, etc. can be collected. In
order to obtain accurate information, school personnel may need to help
parents complete the questionnaires. School personnel may also arrange
interviews with parents, if necessary, to clarify parents’ responses written in the
questionnaires. Annex 6 is a sample of questionnaire for the parents
Students with HI
● Schools may obtain information on students’ adaptation in school from the
students themselves. This includes students’ perception of hearing impairment
and their performance in the aspects of auditory, communication, learning and
psychosocial. If students need to use hearing devices or FM system, they have
to complete the related part in the questionnaires. Teaching personnel / parents
may provide assistance to the students in completing the questionnaires so
that they can fully understand the contents of the questionnaires. Annex 7 is a
sample of questionnaire for the students with HI
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5 School-based Support
Just like other students with SEN, schools should provide school-based support
to students with HI under the framework of the WSA. At the same time, schools
should provide training to the teachers, teaching assistants, parents and students.
Schools should immediately formulate the school-based support measures for
students with HI soon after their difficulties and needs have been identified. The
schools should understand the views and concerns of the parents and the students
and discuss the proposed support measures with them. Some common school-
based support measures are listed below.
Administrative Arrangements
Among others, administrative arrangements are fundamental to the formulation of
the school-based support measures. These include:
● Establishing SEN support register
● Keeping record of the rendered support, students’ performance and progress,
etc.
● Enabling the school personnel to understand the students’ SEN and the related
support measures
● Reviewing the measures regularly
● Providing appropriate facilities and equipment e.g. FM system, furniture that
creates low noise level, etc.
● Establishing regular communication mechanism with parents
● Providing training to school personnel
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Orientation
Arrangements of Good Listening Environment
It is not easy for students with HI to adapt to new learning environment. To ensure
that they can involve themselves in the new school life, the schools should provide
the following arrangements for newly admitted students with HI and their parents:
● School visit
● Meeting with the related teachers and school personnel
● Understanding the school operation and rules
● Introducing the schools’ integrated education policy, culture and measures
It is usually more difficult for students with HI to perceive faint sounds, soft voice
and the conversations in distance. It is also more difficult for them to perceive the
messages of conversation with others in a noisy environment or identify words
with speech sounds that contain certain frequencies. Therefore, schools should
provide them with better listening environment to enhance their effectiveness of
speech reception. These include:
Classroom environment● Arranging to teach in a classroom away from noise sources (e.g. playgrounds,
roads, stairs, main corridors)
● Using materials that can reduce noise as much as possible (e.g. leg covers for
desks and chairs, carpets or soundproofing boards)
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Seating arrangements ● Arranging preferential seating for students with HI such as
vsitting close to the sound sources (Figures 3 to 6 show the common
preferential seating arrangements in different classroom settings)
v facilitating speechreading
v sitting far away from equipments that generate noise (e.g. air-conditioners,
fans, projectors, etc.)
v sitting near the classmates who can provide support
Assistive listening devices● Encouraging students with HI to use personal hearing devices consistently
● Using Public Address (PA) system in teaching (Note: Extremely loud sound
from the PA system will adversely affect the sound quality coming out from the
hearing devices)
● Providing Frequency Modulation (FM) system for students with such needs
Classroom noise management● Keeping quiet such as
v raising hand before speaking
v taking turns in speaking
v discussing in soft voice
● Reducing noise such as
v closing the door to block the noise outside the classroom
v turning off air-conditioner or electric fan when not in use
v turning off equipments (e.g. computers, projectors or multimedia players)
when not in use
v moving desks and chairs gently
v placing books and stationeries gently on the desks
21
Figure 3 Seating arrangement for students with HI in common classroom
Figure 4 Seating arrangement for students with HI in group discussion
Teacher desk
Teacher Desk
Seats suitable for students with HI
Seats suitable for students with HI
22
Figure 5 Seating arrangement for students with HI in special room
Figure 6 Position arrangement for students with HI in assembly or queue
Teacher seat
Teacher
Seats suitable for students with HI
Positions suitable for students with HI
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Communication Strategies
Effective communication can enhance the language, learning, psychosocial and
emotional development of the students with HI. The followings are the points to
be noted when communicating with students with HI:
● Establishing effective communication conditions such as
v facing the students within a distance of 2 metres
v getting the attention of the students before speaking
v allowing the students to see speakers’ lip movements, facial expressions and
body language
v avoiding standing in backlight position or walking around
v preventing from speaking while distributing materials or writing on the
blackboard
● Using appropriate ways of speaking such as
v speaking clearly and naturally
v giving concise and clear teaching instructions
v pausing appropriately between words and sentences so as to emphasize
important points
v repeating or rephrasing sentences if necessary
v indicating when the teaching topic is changed
● Using effective communication strategies such as
v allowing students to have sufficient time for understanding the speech
content and making responses
v using questioning to check whether the students understand the speech
content or not
v encouraging students to give signals when they do not understand
v encouraging students to use different repair strategies when
communicating with others, e.g.: “I heard…, is that right?”
v teaching all classmates the effective strategies when communicating with
students with HI
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Teaching Strategies
In order to help students with HI overcome their barriers, subject teachers should
use different teaching strategies and offer appropriate guidance to enhance
students’ learning effectiveness. Some commonly used teaching strategies and
classroom counselling skills are as follows:
● Providing visual cues to facilitate students to understand the teaching content
such as
v using teaching media (e.g. demonstration, models, graphs, and videos with
subtitles)
v writing learning points and key words on the blackboard
v providing notes, Powerpoint, handouts, etc.
● Providing the information missed by the students with HI such as
v setting up communication signals with students and encouraging them to
give signals when having difficulties in receiving speech messages
v making arrangements to help students in occasions (e.g. PE lesson,
laboratory, extracurricular activities, etc.). These include:
explaining rules and details clearly before engaging in activities
checking whether the students completely understand the content of the
activity, including safety measures and steps
arranging peers to relay teachers’ instructions and sudden incidents to
students during the activity
● Helping students with HI to understand learning contents such as
v teaching vocabularies in advance, e.g. key words of various subjects and
names of tools, etc.
vusing different examples
v teaching students to use different methods to record and organize the
learning points, e.g. concept maps, story structure, outline, etc.
25
● Guiding students with HI to learn actively such as
v using appropriate strategies (e.g. various modes of questioning, gestures,
pointing to textbook, etc.)
v providing students with adequate learning opportunities
v encouraging students to speak and providing illustration, elaboration and
revision on the students’ speech contents
v encouraging students to indicate or seek help when they encounter
difficulties
Special Examination Arrangements
Assessment provides feedback for learning and teaching. It also promotes students’
learning and evaluates their learning progress. Schools should provide appropriate
special examination arrangements (SEAs) for students with HI, and encourage
them to take part in the assessment so as to let teachers understand the knowledge
and skills that they have mastered as well as their learning progress.
The EDB has published the guideline on “Special Arrangements for Internal
Examinations for Students with Special Educational Needs”2 which introduces
the general principles and strategies for special examination arrangements. The
teachers who teach the students with HI, professional personnel of the school, and
the parents should discuss and work out the SEAs for the students together. The
points to note when formulating SEAs and some common SEAs are listed below:
Points to note when formulating SEAs● Examination accommodation or exemption should be arranged according to the
needs of the students with HI
● Schools should consider the views from different parties, observations and
suggestions from class teacher and subject teachers, recommendations from
the professionals, assessment reports, medical reports, concerns from parents
2 Uploaded to EDB website www.edb.gov.hk
26
and students, etc. In additition, students’ auditory situations, communication
abilities, usage of hearing devices and their progress in rehabilitation trainings
should also be observed
● Students’ learning outcomes can be displayed
● The grant of exemption may be considered for those students with substantial
severity of functional limitations that they may not be able to attempt the parts
of examination requiring listening or speaking. For example, some students
with moderately severe hearing impairment or above may be unable to attempt
dictation and the listening part of Putonghua and Music, etc.; and some students
with severe or profound hearing impairment may find it difficult to attempt oral
examinations
● In view of the differences in purpose and nature between internal examinations
and public examiniations, some arrangements provided by schools may not
be applicable to those in the public examinations, the Territory-wide System
Assessment, and the assessments for the purpose of secondary school places
allocation
Common SEAs for students with HIExamination centre arrangement
● Assessment should be taken place in a quiet room without reverberations
● Students should be seated far away from noises and close to the teachers or
sound sources
Assistive listening devices
● Students should be encouraged to use hearing devices during the assessments
● The assistive listening devices (e.g. audio equipment, loop systems or FM
systems, etc.) should be provided and arranged for students to try using them
before the assessments
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Announcement and instructions
● The main points of announcement should be written on the blackboard to
ensure that the students fully understand all the arrangements and adjustments
● Instructions in simple words and short sentences should be used
● Students are given with sufficient time to understand the instructions
Listening / Dictation
● Appropriate pauses such as prolonged pauses and / or more pauses can be
arranged
● Help students understand the examination contents through speechreading, e.g.
teachers should stay in front of the students to read the listening or dictation
materials
● Examiners have discretion to adjust the number of times of reading aloud and
the duration of the dictation
Speaking Test
● For assessment conducted in small groups, schools should arrange preferential
seating for students with HI so that they can face the speakers for better
understanding of the speaking contents through speechreading
Peer Support
Schools should encourage students to understand the needs of students with HI
and provide support to them, for example, to provide support on school adaptation
to newly admitted primary or secondary one students with HI, to arrange senior
students to act as peer counsellors and provide learning and emotional support to
needy students with HI so as to enhance their sense of belonging to the schools.
In addition, the schools can also establish a student support network to encourage
students to develop mutual support and promote a school culture with love and
care.
28
Learning Level Support Area
Primary Classmates can proactively invite students with HI to participate in games / activities during recess or after lunch, or help them note down homework, understand school rules, classroom regulations, reward and punishment system, etc.
Secondary Classmates can have lunch with students with HI and show them where they can eat, explain the requirements of learning various subjects oractivities, and encourage them to have active participation in schoolactivities.
Peers are important resources in the provision of support to students with HI. Peer
support includes the following aspects:
1. Auditory
● Repeat the key learning points or instructions for classmates with HI in the
classroom whenever necessary
● Give signals to them when there is a change of the teaching topic
2. Communication
● Provide the information missed by the classmates with HI
● Encourage them to share actively with other classmates and teachers about the
things that have happened around them
● Remind other classmates to use appropriate ways of speaking for
communication
3. School adaptation
● Help classmates of HI get familiar with the school environment and teaching
staff
● Help them build up school routines, e.g. the mode of lining up, the uniform
etiquette, lunch arrangements, packing school bags, etc. Table 3 lists out some
examples of peer support on school adaptation at different learning levels
Table 3 Examples of peer support on school adaptation at different learning levels
29
Situation Support Area
Language learning
Engage in reading or literacy games with students with HI to improve the effectiveness of their language learning.
Tutoring Study in advance with students with HI and assist in collecting information from internet or library for assignments. Senior students can teach them note-taking skills and examination techniques so as to enhance their learning ability.
Assistance during lesson
Repeat the key learning points; help students with HI note down homework, share the notes, etc.
Group discussion
Remind other classmates to face students with HI and take turns when speaking, use appropriate way of speaking, use the microphone of the FM system alternatively (if applicable), etc.
Outing Repeat the key points or instructions provided by teachers during activities. Lead students with HI to a position for better reception of speech sound.
Table 4 Examples of assistance provided by peers
5. Psychosocial
● Encourage students with HI to accept their hearing impairment, e.g. inviting
them to share their experience of overcoming difficulties, expressing their
needs actively, etc.
● Encourage students with HI to use hearing devices consistently, e.g. inviting
them to explain the operation, ways of wearing and removing their hearing
devices, etc., so as to enhance their confidence in using hearing devices
● Enhance the self-confidence and social abilities of students with HI through
joining extra-curricular activities, so as to develop their potentials and acquire
social skills
● Help students with HI seek professional support from teachers, school
counsellors or social workers
4. Learning
● Classmates can provide support to students with HI in various ways. Table 4
shows examples of assistance provided by peers
30
Psychosocial Support
Activities for Inclusive Culture
To enhance the self-confidence of the students with HI and facilitate their
psychosocial development, school personnel can provide them with appropriate
encouragement and training. For example:
● Increase their chance of interacting and communicating with others, e.g.
providing them with opportunities for participating in activities
● Give them timely reinforcement and support them to actively participate in
activities and build up partnership with classmates
● Provide them with social skills and strategies
● Encourage them to seek professional support from teachers, school counsellors
or social workers when they encounter difficulties or are under stress
● Teach them the strategies when they are bullied
Schools with an inclusive environment facilitate students with HI to have
integration into school life, accept their hearing impairment, use their hearing
devices consistently and develop their potentials. Therefore, schools may organize
various activities to create an atmosphere of inclusion, build up peer acceptance
and caring attitude for students with HI. For example:
● Organize seminar on hearing impairment
● Organize activities to create inclusive culture in schools. Schools may refer to
the “ 聽障共融活動冊 ” (Chinese Version)3 for suggested activities
3 Attached in the "Resource Package on School-based Support for Students with Hearing Impairment".
31
Tier Support
Each student with HI has different special educational needs. Schools should
adopt a 3-Tier Support Model1 to provide appropriate support. The schools should
review and revise the support measures regularly according to the performance
and progress of the students with HI.
Tier-1To provide support measures to facilitate quality teaching in the classroom, such
as accommodation to the physical environment, teaching strategies, peer support
and inclusion activities, etc. as mentioned in the above paragraphs.
Tier-2To review progress of the students with HI in auditory, communication, learning
and psychosocial aspects regularly and arrange Tier-2 support if necessary. Tier-2
support includes:
● Help students with HI understand the course content easily, e.g. teach the
required new vocabulary and provide them with materials for learning before
lessons
● Arrange teaching assistants to provide in-class support and after school tutoring
● Help students with HI learn the content of the lesson and acquire necessary
learning skills through small group teaching or tutoring class
● Arrange appropriate examination arrangements
● Provide appropriate counselling or social training
● Make necessary referral to professionals for follow up
● Refer needy students with HI for ESS
32
Home-School Cooperation
Schools may establish different communication platforms, such as orientation
day, parents’ day, IEP meetings, interviews, parent circulars, student handbooks or
telephone contact, etc., for parents to understand the schools’ policies, culture and
support measures for students with SEN and how their children are performing
and adapting at school. In addition, schools should inform parents about the
proposed support measures for their children and let them express their opinions
on the provision. Parents are also invited to jointly review the learning progress of
their children and make necessary adjustments to the support measures as well as
to provide the following support at home.
● Help their children consolidate the knowledge and concepts acquired at school
according to teachers’ suggestions
● Get their children to have a deep understanding of the knowledge they have
acquired through daily examples and activities
● Attend to the psychosocial development of their children and provide timely
assistance
Tier-3If students with HI still have severe difficulties in auditory, communication,
learning or psychosocial aspects, the schools should discuss with professionals and
parents to provide intensive support. This includes:
● Provide enhanced guidance services
● Draw up Individual Education Plan(IEP)4 to formulate the learning objectives,
specific teaching strategies and accommodations, etc.
● Invite teachers, related professionals (e.g. school-based educational
psychologists, school-based speech therapist, etc.) and parents to attend
meetings to jointly review the effectiveness of various enhanced support
measures
4 Please refer to a sample of IEP for a dummy case which is attached in the “Operation Guide on the Whole School Approach to Integrated Education” on the EDB website.
33
Support Item Support Content
Readingprogramme
Read the Chinese and English textbooks or other readingmaterials and discuss the content with students with HIbefore class, during lunch time, tutoring session or after class toenhance their language abilities.
HomeworkTutoring
Enhance the learning effectiveness and self-image of those students with HI who have poor academic performance, weak learning ability or inadequate family support throughhomework tutoring.
Psychological support
Encourage students with HI to talk proactively about the problems they face and the support they need. On the other hand, they may attend to the parents of students with HI on the difficulties in supporting their children and share with them on good practices on support.
Schools may organize various activities to establish partnership with parents so as
to enhance the support effectiveness. For example:
● Conduct seminars to enhance parents’ knowledge and skills in supporting their
children
● Organize parent groups to let parents share experiences and strategies in
supporting SEN children
● Establish support network so that parents can seek support from other parents
when any parents encounter problems
● Encourage parents to join volunteer group or activities related to supporting
SEN students so as to provide additional support to students. Table 5 shows
examples of support provided by parent volunteers
Table 5 Examples of support provided by parent volunteers
34
Review of Effectiveness
Schools have to regularly review the support measures provided to the students
with HI, and collect opinions and suggestions on the support services from the
stakeholders. Schools can review the effectiveness of support with reference to the
following information:
● Examples of students’ performance, like homework, report cards, homework
diary, Chinese or English dictation books, tests papers, etc.
● Observations by school personnel, including students’ performance in class,
learning styles, social behaviour, physical and mental development, etc.
● Information about the school life of students with HI as reported by parents,
senior schoolmates, classmates, etc.
If the progress of the students with HI is satisfactory, support measures and
teaching strategies that have already been developed should continue to be
implemented. If the progress is unsatisfactory or worse than expected, schools
may need to have in-depth discussions about various support measures and make
necessary amendment, such as enhancing the support measures, providing group
training, etc. Schools may seek help from the professionals such as school social
workers, school-based educational psychologists, school-based speech therapists,
officers of Speech and Hearing Services Section from the EDB, etc. Table 6
shows some examples of professional support.
35
Table 6 Examples of professional support
Concern Support provided by professionals
Problems on articulation and expressivelanguage
To receive school-based speech therapy services provided by school-based speech therapists.
Behaviour,learning oremotionalproblems
To receive preliminary support provided by counsellors orsocial workers. If further follow-up is required, students can be referred to school-based educational psychologists.
Still have learning and communication difficulties despite receiving school-based support
To refer students to receive ESS, which will be arranged by the EDB when parent consent is obtained.
Hearing aids are not working properly
To contact parents for arranging repair services for the hearing aids. If the hearing aids are provided by the EDB, the hearing aid service providers are responsible for the fine-tuning and the related repair servives within the service period.
36
Table 1 Degrees of hearing impairment
6 Annexes
Annex 1: Degrees and Types of Hearing Impairment
The degrees of hearing impairment can typically be distinguished according
to the relevant hearing threshold (in decibel (dB)), and is classified as mild,
moderate, moderately severe, severe or profound. There are three types of hearing
impairment: conductive, sensorineural and mixed. Table 1 and Table 2 explain the
degrees and types of hearing impairment respectively.
Degree of hearing impairment Hearing threshold* (dB)
Mild 26-40
Moderate 41-55
Moderately Severe 56-70
Severe 71-90
Profound 91 or above
* lowest audible sound level
37
SAMPLE
Type of hearing impairment Main cause Impact
Conductive Any damage or obstruction in the outer or middle ear
● This generally will not lead to a severe degree of hearing impairment, but the situation may be unstable● The sound the students perceive becomes
weak. The majority of conductive hearing impairment cases can be cured by surgery and / or medication
● Wearing hearing devices may improve the sound perception. A few students may need
bone conduction hearing aids
Sensorineural Any damage or abnormal function in the inner ear or auditory nerve
● This may lead to various degrees of hearing impairment. Hearing status is more stable, but regular follow-up is still required
● The quality of sound other than the loudness of sound perceived is also affected
● Students with mild to moderately severe hearing impairment will have significant benefits from hearing aids. However,
students with severe or profound hearing impairment may receive limited benefits from hearing aid and they may need to consider cochlear implantation
Mixed Disorder happens in the outer ear, middle ear, inner ear or auditory nerves
● This can lead to various degrees of hearing impairment and the situation may be
unstable● The quality of sound other than the loudness
of sound perceived is also affected. The choice about the type of hearing aids will depend on the situation of each individual student
Table 2 Types of hearing impairment
38
SAMPLE
Annex 2: Audiological Assessment Report (Sample)
SPEECH AND HEARING SERVICES SECTIONEDUCATION BUREAU
AUDIOLOGICAL ASSESSMENT REPORT
Name: CHAN TAI MAN ( 陳大文 ) Sex / Date of Birth: M / 11 Dec 2003 Service Provider: EDB Kowloon Tong Education Services Centre Date of Assessment: 1 Jan 2016
1. Pure tone audiometry indicated a moderately severe sensorineural hearing impairment bilaterally.
2. Tympanometry was indicative of normal middle ear function bilaterally.3. Otoscopic inspection was unremarkable.
Tai-man was assessed to have an overall moderately severe sensorineural hearing impairment in both ears. His speech reception ability improved with amplification system and speechreading. Tai-man was recommended to 1. sit near and facing teacher in class so as to facilitate better speech reception and
speechreading;2. wear hearing aid on both ears;3. receive regular audiological review.
Date: 1 Jan 2016
Keys:Air conduction:
Left
Left (masked)Right
Right (masked)
Bone conduction:
Test Reliability:
(Mr. XY Zung)Audiologist
Assessment Results:
Summary and Recommendations:
Remarks:
Sound Field:
No response:
S
SERN: ABC / 001 / 13
RESTRICTED
S S S S
S
V V V V
V H H
H
H H
Good Fair Poor
✔
39
SAMPLE
SPEECH AND HEARING SERVICES SECTIONEDUCATION BUREAU
AUDIOLOGICAL ASSESSMENT REPORT
1. The dotted area represents the Cantonese Average
Speech Spectrum at 70 dBSPL.
2. Measurements are all expressed in dBSPL. Hence
the unaided sound field thresholds represented
on this aided audiogram will have a different
configuration from those shown in the Audiological
Assessment Report.
Keys:
Notes:
Aided Audiogram:
Test Reliability:
Left Right BinauralAided V H A
Unaided X O S
Amplification System:
FM System (if known):
Remarks:
Type Self Issue Date Brand / Model Serial No. ProgramP1 P2 P3 P4
L BTE 15 Jan 2016 ABC 123 12340001 Auto NoiseR BTE 15 Jan 2016 ABC 123 12340005 Auto Noise
Brand / Model Audio Shoe Serial No. ChannelC1 C2 C3 C4
TransmitterReceiver L
R
(Mr. XY Zung)Audiologist
✔
S S S S
S
V V V V
V H H
H
H H
Good Fair Poor
40
SAMPLE
Annex 3: Tips for Teachers to Help Primary Students with Hearing Impairment on School Adaptation
To
Class Teacher of P.1 _____
Mr./Mrs./Ms.____________________ of
___________________________________
Name of School
From
__________________________
Name of Student
( )
( )
Tips for Teachers to Help Primary Students
with Hearing Impairment on School Adaptation
41
● My name is _______________ . I am a newly admitted P.1 student.
● I graduated from ________________________________________ .
(Name of kindergarten/nursery)
● I like
● I have □ Mild □ Moderate □ Moderately severe
□ Severe □ Profound hearing impairment#.
● I need to wear:
Left ear: □ Hearing Aid □ Cochlear Implant □ FM system
Right ear: □ Hearing Aid □ Cochlear Implant □ FM system
● I □ have □ have not enrolled in ____________ support service.
● When I am engaged in face-to-face conversation, I
□ always □ sometimes
need to rely on speechreading or observe the lip movement, facial
expression or gestures for better understanding of the speech.
● I need to sit near to the teacher for better speech reception and
speechreading. The following seats marked with * are most suitable for
me.Teacher Desk
*
* *
*
P. 1
# The EDB has sent my Audiological Assessment Report to school. If it has
not yet been received, please call the Speech and Hearing Services Section
of EDB. My report of kindergarten/nursery is also attached for teachers’
reference.
42
Teachers can help me with the following strategies when teaching:
☺ Try not to move around when speaking, so that I can
see teacher’s lip movement, facial expression or gestures
clearly for better understanding of the speech
☺ Speak to me from a position with the light source on
teacher’s face to facilitate my speechreading
☺ Speak clearly, naturally and at a normal pace. Exaggeration
of lip movements or a very loud voice should be avoided
☺ Use complete sentences when teaching to facilitate my
comprehension
☺ Use visual teaching strategies such as real objects, teaching
tools, graphs, etc. and write the main points on the blackboard
to help me understand the learning contents
☺ Give appropriate clues before moving on to another topic to
help me follow the content closely
☺ Draw my attention by calling my name, giving a tap on my
shoulder, giving me a wave of hand or other gestures before
speaking to me when I cannot maintain eye contact with the
speaker
☺ Rephrase the words or use gestures or written words to
facilitate communication when I am not able to understand
P. 2
43
Operation Guide on The Whole School Approach to Integrated
Education
How to Support Children with Hearing Impairment
Early Identification of Hearing Problem of Children
Hearing Impairment and Communication
Types of Hearing Impairment
Unilateral Hearing Impairment
How to Help Hearing Impaired Students?
How to Face the Problem of My Hearing Impairment?
Hearing Devices
Bone Anchored Hearing Aids
Earmoulds
Cochlear Implants
FM System
Resource Package on Hearing-Impaired Students’ Lexicon
Learning (Chinese version only)
Resource Package on Communication Enhancement Strategies
for Students with Hearing Impairment (Chinese version only)
To have further understanding of my needs, teachers may access the following resources for reference at the website of the Education Bureau(http://www.edb.gov.hk):
~ Thank you ~
P. 3
44
Annex 4: Tips for Teachers to Help Secondary Students with Hearing Impairment on School Adaptation
To
Class Teacher of S.1 _____
Mr./Mrs./Ms.____________________ of
___________________________________
Name of School
From
__________________________
Name of Student
( )
Tips for Teachers to Help Secondary Students
with Hearing Impairment on School Adaptation
( )
45
P. 1
● My name is _______________ . I am a newly admitted S.1 student.
● I graduated from ___________________________________________ .
(Name of primary school)
● My hobbies are ___________________________________________ .
● I like ____________________________________________________ .
● I hope ___________________________________________________ .
● I have □ Mild □ Moderate □ Moderately severe
□ Severe □ Profound hearing impairment#.
● I need to wear:
Left ear: □ Hearing Aid □ Cochlear Implant □ FM system
Right ear: □ Hearing Aid □ Cochlear Implant □ FM system
● I □ have □ have not enrolled in ________________ support service.
● When I am engaged in face-to-face conversation, I
□ always □ sometimes
need to rely on speechreading or observe the lip movement, facial
expression or gestures for better understanding of the speech.
● I need to sit near to the teacher for better speech reception and
speechreading. The following seats marked with * are most suitable to
me.Teacher Desk
*
* *
*
# My Audiological Assessment Report will be sent to school through my
primary school after providing parent/guardian consent. Please contact my
primary school if there is any question.
46
P. 2
My Strengths:
47
P. 3
Situations that I may encounter difficulties:
48
P. 4
Subjects / areas that I may need support:
49
P. 5
Teachers can help me with the following strategies when teaching:
☺ Try not to move around when speaking, so that I can see
teacher’s lip movement, facial expression or gestures clearly
for better understanding of the speech
☺ Speak to me from a position with the light source on
teacher’s face to facilitate my speechreading
☺ Speak c learly, natural ly and at a normal pace.
Exaggeration of lip movements or a very loud voice should be
avoided
☺ Use complete sentences when teaching to facilitate my
comprehension
☺ Use visual teaching strategies such as real objects, teaching
tools, graphs, etc. and write the main points on the blackboard
to help me understand the learning contents
☺ Give appropriate clues before moving on to another topic to
help me follow the content closely
☺ Draw my attention by calling my name, giving a tap on my
shoulder, giving me a wave of hand or other gestures before
speaking to me when I cannot maintain eye contact with the
speaker
☺ Rephrase the words or use gestures or written words to
facilitate communication when I am not able to understand
50
P. 6
To have further understanding of my needs, teachers may access the following resources for reference at the website of the Education Bureau(http://www.edb.gov.hk):
Operation Guide on The Whole School Approach to Integrated
Education
How to Support Children with Hearing Impairment
Early Identification of Hearing Problem of Children
Hearing Impairment and Communication
Types of Hearing Impairment
Unilateral Hearing Impairment
How to Help Hearing Impaired Students?
How to Face the Problem of My Hearing Impairment?
Hearing Devices
Bone Anchored Hearing Aids
Earmoulds
Cochlear Implants
FM System
Resource Package on Hearing-Impaired Students’ Lexicon
Learning (Chinese version only)
Resource Package on Communication Enhancement Strategies
for Students with Hearing Impairment (Chinese version only)
~ Thank you ~
51
Annex 5: Questionnaire on the School Adaptation of Students with Hearing Impairment (Teacher)
This questionnaire is designed to collect the information about how well the
students with hearing impairment get adapted to school life, so as to facilitate
schools to formulate appropriate support measures for helping them to have good
adaptation. The questionnaire is distributed to the class teachers teaching the
students with hearing impairment by the Student Support Team of the school. The
class teachers should return the completed questionnaires to the Student Support
Team. Apart from keeping the completed questionnaires in record and passing
them to the relevant school personnel for information, the school may pass them to
the professionals who provide support to the school (e.g. school-based educational
psychologists, school-based speech therapists or EDB professionals, etc.) for
reference.
Explanatory Notes:
1. The class teacher may consult other teachers teaching the student before
completing the questionnaire when necessary.
2. There are 6 parts in this questionnaire: Part A: Auditory and Communication,
Part B: Use of Hearing Device, Part C: Use of FM System, Part D: School
Life, Part E: Teaching Strategies and Part F: Others. If the student does not
have hearing device or FM system, please leave the relevant parts blank.
3. Please put a“✔”in the relevant box. Some of the questions allow more than one
option.
Questionnaire on the School Adaptation of Students with Hearing Impairment (Teacher)
52
Part A: Auditory and Communication
(Please choose the item which closely matches the student’s performance under
each of the following class activity/situation and mark your choice in the box with
a “✔”.)
Class Activities / SituationsPerformance
Always Sometimes Never Don’t know
1. Student uses listening strategies, e.g. paying attention to teacher's lip movement, facial expression and body language, etc., during lesson to perceive what others are saying.
□ □ □ □
2. Student can follow instructions with peer support.
□ □ □ □
3. Student uses repair strategies (e.g. asking classmate to repeat, getting closer to the classmate, etc.) to comprehend what the classmates have said and then give correct responses during discussion.
□ □ □ □
Name of student: _______________ Sex: □ M □ F Class: ___________
Name of class teacher: ___________ Subject taught: ________ Date: ___________
53
Part B: Use of Hearing Device
□ Not applicable, as the student has no hearing device. (Please go to Part C)
4. Does the student use the hearing device(s) in class?
□ Yes (Please indicate the frequency of usage:
Left ear: □ Frequently □ On need basis
Right ear: □ Frequently □ On need basis)
□ No (Reason(s): ______________________________________________ )
5. Does the student have difficulties handling the following?
Put the hearing device on ......................................□ No □ Yes □ Don’t know
Turn the hearing device on and off .......................□ No □ Yes □ Don’t know
Change the battery ................................................□ No □ Yes □ Don’t know
Check the hearing device
(e.g. is it working properly?) ................................□ No □ Yes □ Don’t know
Manage the hearing device
(e.g. cleaning, dehumidifying, etc.)....................... □ No □ Yes □ Don’t know
Part C: Use of FM System
□ Not applicable, as the student has no FM system. (Please go to Part D)
6. Does the student use the FM system in class?
□ Yes (Please indicate the frequency of usage:
Left ear: □ Frequently □ On need basis
Right ear: □ Frequently □ On need basis)
□ No (Reason(s): _______________________________________________ )
54
7. Does the student have difficulties handling the following?
Select the function key
(e.g. FM on/off or FM signal only) ........................□ No □ Yes □ Don’t know
Connect the hearing aid or cochlear
implant device with the FM receiver .....................□ No □ Yes □ Don’t know
Check the FM system
(e.g. is it working properly?) .................................□ No □ Yes □ Don’t know
Part D: School Life
(Please choose the item which closely matches the student’s performance under
each of the following class activity/situation and mark your choice in the box with
a “✔”.)
Class Activity / SituationPerformance
Always Sometimes Never Don’tknow
8. Student is familiar with the school rules.
□ □ □ □
9. Student shows active participation in school activities.
□ □ □ □
10. Student shows initiatives in communicating with classmates.
□ □ □ □
11. Student gets along well with classmates.
□ □ □ □
12. Student is willing to disclose his/her hearing problem to classmates.
□ □ □ □
55
Part E: Teaching Strategies
(Please choose the item which closely indicate the usage of each of the
following teaching strategy and mark your choice in the box with a “✔”.)
Teaching StrategyUsage
Always Sometimes Never Don’t know
13. Arrange the student to sit near teacher or sound source.
□ □ □ □
14. Use amplification system ( e . g . PA s y s t e m , F M system, etc.) to facilitate the student to perceive the speech signals in class.
□ □ □ □
15. Provide a good listening environment (e.g. request classmates to keep quiet, encourage one person to speak at one time, encourage other groups to speak in a softer voice during discussion, etc.)
□ □ □ □
16. Use concise verbal instructions, including appropriate pausing in speech to emphasize important points, repeat whenever necessary or rephrase the sentences, etc.
□ □ □ □
56
Teaching StrategyUsage
Always Sometimes Never Don’t know
17. Employ visual teaching media (e.g. writing on board, multi-media, handouts, visual teaching resources and video with subtitles, etc.) to help the student learn in class.
□ □ □ □
18. Facilitate the student to understand the lesson and grasp the abstract concept through multi-sensory teaching and contextualization.
□ □ □ □
19. Assign a scope for learning and provide handouts for lesson preparation in advance.
□ □ □ □
20. Provide the key learning points, appropriate exercises, extra remedial lessons, etc., to help the student comprehend the teaching content after class.
□ □ □ □
21. Arrange peer support in e.g. noting down homework, passing teacher's instructions and requests, etc. in class.
□ □ □ □
Part F: Others
22. Apart from the above, do you have any other views or concerns about your
student?
□ No
□ Yes (Please indicate: _________________________________________ )
-Thank you-
57
This questionnaire is designed to collect the information about how well the
students with hearing impairment get adapted to school life, so as to facilitate
schools to formulate appropriate support measures for helping them to have good
adaptation. The questionnaire is distributed to parent by the Student Support Team
of the school. Parent should return the completed questionnaire to the class teacher
or the Student Support Team. Apart from keeping the completed questionnaire
in record and passing it to the relevant school personnel for information, school
may pass it to the professionals who provide support to schools (e.g. school-based
educational psychologists, school-based speech therapists or EDB professionals,
etc.) for reference.
Explanatory Notes:
1. The questionnaire is to be completed by the parent. School personnel may offer
assistance to parent whenever necessary..
2. There are 5 parts in this questionnaire: Part A: Status of Hearing, Physical
and Psychological Development, Part B: Auditory and Communication, Part
C: Use of Hearing Device, Part D: Special Educational Needs and Part E:
Others. If the child does not have hearing device or FM system, please leave
the relevant parts blank.
3. Please put a“✔”in the relevant box. Some of the questions allow more than one
option.
Annex 6: Questionnaire on the School Adaptation of Students with Hearing Impairment (Parent)
Questionnaire on the School Adaptation of Students with Hearing Impairment (Parent)
58
Part A: Status of Hearing, Physical and Psychological Development
1. Degree of hearing impairment
Left ear: □ Normal hearing □ Mild □ Moderate
□ Moderately severe □ Severe □ Profound
Right ear: □ Normal hearing □ Mild □ Moderate
□ Moderately severe □ Severe □ Profound
2. Agency providing audiological assessment (You may choose more than
one option.)
Organization providing audiological assessment
Assessmentreceived
Still havingfollow-up services
Speech and Hearing Services Section, Education Bureau
□ □
Ear, Nose and Throat Specialist Clinic, Hospital Authority
□ □
Child Assessment Centre, Department of Health
□ □
Student Health Service, Department of Health
□ □
Private Hospital, private Audiology centre or others
□ □
Name of student: ______________ Sex: □ M □ F Date: _____________
Name of school: _________________________________ Class: ____________
Name of parent: ______________ Relationship: □ Father □ Mother
□Others: __________________
(please indicate)
59
3. Age when hearing impairment was diagnosed
□ Infancy □ 3-5 years □ 6-8 years □ 9-11 years
□ 12-14 years □ 15-18 years
4. Has your child been assessed to have other developmental problems, apart from
hearing impairment?
□ No
□ Yes (please indicate the area: □ Cognition □ Attention/Behaviour
□ Speech □ Physical coordination
□ Others: __________________________ )
Part B: Auditory and Communication
5. Child uses listening strategies (e.g. move towards the sound source, pay
attention to others’ lip movement, facial expression and body language, etc.)
to perceive what others are saying.
□ Frequently □ Sometimes □ Never
6. Child uses repair strategies (e.g. asking others to repeat, getting closer to
others, etc.) to comprehend what others have said and then give correct
responses.
□ Frequently □ Sometimes □ Never
7. How do the family members communicate with the child?
□ Only verbal communication
□ Verbal communication with speechreading and body language
□ Verbal communication and sign language
□ Only sign language
8. How does the child communicate with friends or strangers?
□ Only verbal communication
□ Verbal communication with speechreading and body language
□ Verbal communication and sign language
□ Only sign language
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9. Does the child ask for assistance if he/she cannot understand conversation (e.g.
ask for repetition or express his/her difficulties to family members)?
□ Frequently □ Sometimes □ Never
10. Does the child have old classmate(s), who knew the child’s communication
needs, admitted to the same school with the child?
□ No
□ Yes (please provide the name(s) of the classmate(s): ________________ )
Part C: Use of Hearing Device
□ Not applicable, as the child has no hearing device. (Please go to Part D)
11. Habit of using the hearing device(s)
Left ear: □ Frequently □ On need basis □ Never
Right ear: □ Frequently □ On need basis □ Never
12. Child's skills in using the hearing device(s)
□ Grasp the skills completely
□ Grasp some general skills e.g. putting the hearing device on and turning it on /
off
□ Need adult assistance in putting the hearing device on and turning it on/off
□ Others (please indicate: _______________________________________ )
13. Hearing device(s) currently in use
Left ear: □ None □ Hearing Aid □ Cochlear Implant Device
□ Others: (please indicate: ______________________________ )
Right ear: □ None □ Hearing Aid □ Cochlear Implant Device
□ Others: (please indicate: ______________________________ )
14. Agency providing the hearing device(s) currently in use
Left ear: □ Education Bureau □ Hospital Authority □ Self-purchased
Right ear: □ Education Bureau □ Hospital Authority □ Self-purchased
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15. Duration of having hearing device(s) fitted
Left ear: □ Less than one year □ 1-3 years □ 3 years or more
Right ear: □ Less than one year □ 1-3 years □ 3 years or more
16. Has your child used the FM system?
□ No
□ Yes (please indicate where the FM system is used:
□ School □ Home □ Others (please indicate: ______________ ))
Part D: Special Educational Needs
17. Has the child had problems in adaptation in the former school?
□ No
□ Yes (please indicate the aspect:
□ Auditory □ Communication
□ Learning □ Psychosocial
□ Use of hearing device
□ Others: _________________________ )
18. The support service(s) received by the child before admission to the current
school
□ Speech and auditory training
(If yes, please indicate the organization: __________________________ )
□ Speech therapy service
(If yes, please indicate the organization: __________________________ )
□ Others: (please indicate: ___________ )
(If yes, please indicate the organization: __________________________ )
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19. Has professional staff provided recommendations on the support of the child
needs to the current school?
□ No
□ Yes (please indicate the service(s):
□ Audiological review and follow-up
□ Speech therapy service
□ Enhanced Support Service for Students with Hearing Impairment (ESS)
□ Educational Psychology Service
□ Special attention in class
□ Others: __________________________________________________ )
20. If your child encounters difficulties in any of the following aspects, please
provide examples of difficulties and suggest support strategies accordingly
(You may choose more than one option.)
□ Auditory
Examples of difficulties: ________________________________________
Examples of support strategies: ___________________________________
□ Use of hearing device
Examples of difficulties: ________________________________________
Examples of support strategies: ___________________________________
□ Communication
Examples of difficulties: ________________________________________
Examples of support strategies: ___________________________________
□ Learning
Examples of difficulties: ________________________________________
Examples of support strategies: ___________________________________
□ Behaviour / emotional / social
Examples of difficulties: ________________________________________
Examples of support strategies: ___________________________________
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Part E: Others
21. Apart from the above, do you have any other views or concerns about your
child’s special educational needs?
□ No
□ Yes (Please indicate: _________________________________________ )
-Thank you-
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Annex 7: Questionnaire on the School Adaptation of Students with Hearing Impairment (Student)
This questionnaire is designed to collect the information about how well the
students with hearing impairment get adapted to school life, so as to facilitate
schools to formulate appropriate support measures for helping them to have good
adaptation. The questionnaire is distributed to students by the Student Support
Team of the school. Students should return the completed questionnaire to the
class teacher or the Student Support Team. Apart from keeping the completed
questionnaire in record and passing them to the relevant school personnel for
information, school may pass them to the professionals who provide support to
the school (e.g. school-based educational psychologists, school-based speech
therapists or EDB professionals, etc.) for reference.
Explanatory Notes:
1. The questionnaire is to be completed by students with hearing impairment.
School personnel or family members may offer assistance to the students
whenever necessary.
2. There are 5 parts in this questionnaire: Part A: Auditory and Communication,
Part B: Use of Hearing Device, Part C: Use of FM System, Part D: School Life
and Part E: Others. If the students do not have hearing device or FM system,
please leave the relevant parts blank.
3. Please put a “✔” in the relevant box. Some of the questions allow more than
one option.
Questionnaire on the School Adaptation of Students with Hearing Impairment (Student)
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Part A: Auditory and Communication
(Please choose the item which closely matches your performance under each of
the following class activity / situation and mark your choice in the box with a “✔”.)
Part B: Use of Hearing Device
□ Not applicable, as I have no hearing device. (Please go to Part C)
5. Do you agree that you need hearing device(s)?
□ Yes (Please indicate the frequency of usage below:
Left ear: □ Frequently □ On need basis
Right ear: □ Frequently □ On need basis)
□ No (Reason(s): _______________________________________________ )
Class Activity/SituationPerformance
Always Sometimes Never
1. I cannot hear the speech completely when classmates or teachers are further away from me.
□ □ □
2. I need to rely on lip movement, gestures or body language before I fully understand what others are saying.
□ □ □
3. I cannot hear clearly when classmates are chatting.
□ □ □
4. I need people to repeat what have been said during group conversation.
□ □ □
Name of student: ______________ Sex: □ M □ F Date: _____________
Name of school: __________________________________ Class: _____________
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6. Do you know how to handle the following?
Put the hearing device on .....................□ Yes □ Need adult assistance
Turn the hearing device on and off ......□ Yes □ Need adult assistance
Change the battery ...............................□ Yes □ Need adult assistance
Check the hearing device
(e.g. is it working properly?) ...............□ Yes □ Need adult assistance
Manage the hearing device
(e.g. cleaning, dehumidifying, etc.) .....□ Yes □ Need adult assistance
Part C: Use of FM System
□ Not applicable, as I have no FM system. (Please go to Part D)
7. Do you agree that you need FM system?
□ Yes (Please indicate the frequency of usage:
Left ear: □ Frequently □ On need basis
Right ear: □ Frequently □ On need basis)
□ No (Reason(s): ______________________________________________ )
8. Do you know how to handle the following?
Select the function key (e.g. FM on/off or FM signal only)
□ Yes □ Need adult assistance □ Not applicable
Connect the hearing aid or cochlear implant device with the FM receiver
□ Yes □ Need adult assistance □ Not applicable
Check the FM system (e.g. is it function properly?)
□ Yes □ Need adult assistance □ Not applicable
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Part D: School Life
9. Do you think you can obtain the information about your school, such as school
regulations, school activities, etc. from your teachers or via announcement
made in school?
□ Yes
□ No (Please indicate the way(s) you obtain the information:
□ Reported by classmates
□ Read circulars or notices on boards
□Other ways (Please indicate: ______________________________ ))
10. Do you accept that you have hearing impairment?
□ Yes
□ No (Reason(s): ______________________________________________ )
11. Are you willing to explain your hearing problem to your classmates?
□ Yes (Please write down how you would express to them:
_______________________________________________________ )
□ No (Reason(s): ______________________________________________ )
12. I need after class support to facilitate me to understand new words, complex
sentences or unfamiliar concepts in the textbooks.
□ Frequently □ Sometimes □ Never
13. I need to have assistance from classmates before being able to follow
the instructions in class or understand the announcements made (e.g. open
your book to page..., assignment for today is...)
□ Frequently □ Sometimes □ Never
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Part E: Others
14. What are your strengths and hobbies?
Strengths: ______________________________________________________
Hobbies: _______________________________________________________
15. What school activities do/would you like to join?
_______________________________________________________________
16. How do you feel when you know you have hearing impairment?
_______________________________________________________________
_______________________________________________________________
17. What support do you expect the school can provide you?
_______________________________________________________________
_______________________________________________________________
18. Apart from the above, do you have any other views or concerns about your
school or classmates?
□ No
□ Yes (Please indicate: _________________________________________ )
-Thank you-