Resource Booklet on Supporting Students with Hearing ... · 1 for more information about the...

Resource Booklet on Supporting Students with Hearing

Impairment

Speech and Hearing Services SectionEducation Bureau

i

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

64

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


● 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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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

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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


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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


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.

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● 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

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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?




□ 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


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


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




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.


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

60

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)?


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


□ Others: (please indicate: ___________ )


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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



□ Communication



□ Learning



□ Behaviour / emotional / social



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Part E: Others


child’s special educational needs?

□ No


-Thank you-

64

Annex 7: Questionnaire on the School Adaptation of Students with Hearing Impairment (Student)




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)

65

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:



□ 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?




□ 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


Check the FM system (e.g. is it function properly?)


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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.


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...)


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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?

_______________________________________________________________

_______________________________________________________________


school or classmates?

□ No


-Thank you-

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