More individuals in the United States have a hearing impairment than any other type of physical disability. A hearing impairment is any type or degree of auditory impairment while deafness is an inability to use hearing as a means of communication. Hearing loss may be sensorineural, involving an impairment of the auditory nerve; conductive, a defect in the auditory system that interferes with sound reaching the cochlea; or a mixed impairment, involving both sensorineural and conductive. Hearing loss is measured in decibels and may be mild, moderate, or profound. A person who is born with a hearing loss may have language deficiencies and exhibit poor vocabulary and syntax. Many students with hearing loss may use hearing aids and rely on lip reading. Others may require an interpreter.
Accommodations may include:
- seating in the front of the classroom.
- written supplement to oral instructions, assignments, and directions.
- visual aids as often as possible.
- speaker facing the class during lectures (overhead vs. whiteboard).
- speaker repeating the questions that other students in the class ask.
- note-taker for class lectures.
- test accommodations: extended time, separate place, proofreading of essay tests, access to word processor, interpreted directions.
- unfamiliar vocabulary written on the board or a handout.
- small amplification system.
- interpreter seated where the student can see the interpreter and the lecturer.
- excess noise reduced as much as possible to facilitate communication.
- instructor facing the student who is lip reading, speaking slowly, using shorter sentences and appropriate facial expressions and gestures.
- alternative oral presentations.
- the use of overheads and all types of visual aids providing better communication.
- copies of Power Point slides in advance.
Eligibility Verification
Eligibility for Disability Services at Seton Hall University is dependent upon the nature of the disability and its impact on learning. A person might meet eligibility requirements of vocational rehabilitation, disabled veterans or any other rehabilitation agency; however, he/she may not meet eligibility at the Seton Hall University. One of the reasons that the University developed these guidelines is for consistency throughout the institution. These guidelines are fairly consistent with those used by agencies administering standardized assessments. The ultimate decision as to eligibility on campus is a judgment that must be made by the Director of Disability Support Services based upon the guidelines developed for each type of disability.
Deaf/Impaired Hearing Documentation
Physicians, including otorhinolaryngologists and otologists, are qualified to provide diagnosis and treatment of hearing disorders. Audiologists may also provide current audiograms. The diagnostician should be an impartial individual who is not a family member of the student.
The following guidelines are provided to assist the service provider in collaborating with each student to determine appropriate accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations. Required documentation includes:
- A clear statement of deafness or hearing loss, with a current audiogram that reflects the current impact the deafness or hearing loss has on the student's functioning, (the age of acceptable documentation is dependent upon the condition, the current status of the student, and the student's request for accommodations).
- A summary of assessment procedures and evaluation instruments used to make the diagnosis and a narrative summary of evaluation results, if appropriate.
- Medical information relating to the student's needs, the status of the individual's hearing (static or changing) and its impact on the demands of the academic program.
- A statement regarding the use of hearing aids (if appropriate).
- A statement of the functional impacts or limitations of the hearing loss on learning or other major life activity and the degree to which it impacts the individual in the learning context for which accommodations are being requested.
Further assessment by an appropriate professional may be required if coexisting learning disabilities or other disabling conditions are indicated. The student and the disability specialist collaboratively determine appropriate accommodations.