Hearing Impaired

Welcome to the Hoke County page for services supporting students who are deaf or hard of hearing (DHH). Our team of specialized professionals is dedicated to providing the necessary supports to ensure students have full access to communication, the academic curriculum, and social interactions. Our goal is to empower every student to achieve their full potential.

Our team includes licensed professionals with specialized training in hearing loss. They work together to address the unique linguistic, academic, and social needs of each student.

A TOD/HH is a licensed special education teacher with specialized expertise in the area of hearing loss. They are the primary provider of academic and functional support, which includes:

• Language Development: Providing direct, intensive instruction to develop spoken language and/or American Sign Language (ASL) skills, as determined by the IEP team and family.
• Auditory Skills: Teaching students to use their residual hearing effectively with their hearing technology (hearing aids, cochlear implants).
• Academic Support: Providing specialized instruction and modifying the general curriculum to ensure concepts are understood.
• Self-Advocacy: Teaching students to understand their hearing loss, manage their hearing technology, and request the accommodations they need (e.g., asking a teacher to wear an FM microphone).
• Speech and Articulation: For students developing spoken language, the TOD/HH may work on speech production, which is closely monitored by a Speech-Language Pathologist.
• Social-Emotional Support: Facilitating skills for building relationships and navigating social situations with peers who may or may not have hearing loss.

Educational Audiologist
An Educational Audiologist is a licensed clinical audiologist who specializes in the management of hearing loss within the educational context. Their role includes:

• Amplification Management: Managing, fitting, and monitoring hearing aids, cochlear implants, and personal and classroom FM/DM systems.
• Hearing Screening & Monitoring: Conducting audiological evaluations and functional listening assessments to understand how a student hears in a classroom.
• Consultation: Training school staff and students on how to use and care for hearing technology.
• Classroom Acoustics: Recommending modifications to improve the listening environment (e.g., carpeting, acoustic tiles).

Additional Team Members may include:

• Sign Language Interpreters: To provide visual access to spoken language for students who use ASL.
• Speech-Language Pathologists (SLPs): Who work closely with the TOD/HH on speech and language goals.

The process for accessing services is designed to identify needs and provide a program that ensures a Free Appropriate Public Education (FAPE), as required by federal and state law.

1. Referral and Audiological Report
The process typically begins with a referral from a parent, pediatrician, or school staff. A current audiological report from a clinical audiologist is required to document the type and degree of hearing loss and its potential impact on learning.

2. Evaluation & Eligibility
A comprehensive evaluation is conducted by the school team, which includes a TOD/HH and an Educational Audiologist. This evaluation assesses:

• Functional listening skills
• Language proficiency (in both spoken language and/or ASL)
• Academic achievement
• Social-emotional development

In North Carolina, to be eligible for services under the IDEA category of Deafness or Hearing Impairment, the evaluation must determine that the hearing loss, whether permanent or fluctuating, adversely affects the child's educational performance.

3. The IEP Meeting
If the student is found eligible, an Individualized Education Program (IEP) team—which must include the parent—will meet. For a student who is deaf or hard of hearing, the team must also consider the student's language and communication needs. The IEP will include:

• Present levels of performance, with specific information on language and communication
• Annual goals (e.g., for language, self-advocacy, auditory skills)
• A detailed statement of the special education and related services to be provided
• Accommodations and modifications (e.g., preferential seating, use of an interpreter, closed captioning, copies of notes)

4. Services & Ongoing Monitoring
The TOD/HH and other providers implement the services outlined in the IEP. They collaborate closely with classroom teachers to ensure access. Progress is measured regularly, and the IEP team meets annually to review the plan. The team must also consider the need for Extended School Year (ESY) services due to the risk of regression in critical language skills over long breaks.

Q: What is the difference between a TOD/HH and a Speech-Language Pathologist (SLP)?
A: A TOD/HH has broad expertise in how hearing loss impacts all areas of learning, including language, academics, and social development. An SLP specializes in the diagnosis and treatment of speech and language disorders. They often work as a highly collaborative team.

Q: My child uses hearing aids/cochlear implants. Isn't that enough for the classroom?
A: Hearing technology is essential, but it is not a cure for hearing loss. Background noise, distance from the speaker, and poor acoustics can make listening very difficult. Access to a Roger or FM/DM system that streams the teacher's voice directly to the student's devices is often a critical accommodation to ensure clear access to instruction.

Q: What communication methods will you use with my child?
A: This is a key decision made by the IEP team, including the parents, based on the child's needs, audiogram, and family preferences. [Your District Name] supports a variety of communication modalities, including:

• Auditory-Oral: Focusing on listening and spoken language.
• Auditory-Verbal: A specialized, therapy-intensive approach for developing spoken language.
• Total Communication: Using a combination of signs, speech, fingerspelling, and amplification.
• American Sign Language (ASL): A distinct, visual language with its own grammar.

Q: What is an Educational Interpreter and when is one needed?
A: An Educational Interpreter is a certified professional who facilitates communication between a student who uses sign language and their teachers/peers who use spoken language. They are provided when the IEP team determines it is necessary for the student to access the educational environment.

Q: Where can I find more information and support in North Carolina?
A:

• North Carolina Department of Public Instruction (NCDPI) Exceptional Children's Division: [Link to the NCDPI EC Division website]
• NC Beginnings: A statewide resource for families of children who are deaf or hard of hearing, providing support, information, and training. [Link to NC Beginnings website]
• Eastern North Carolina School for the Deaf (ENCSD) & North Carolina School for the Deaf (NCSD): These state-operated schools also serve as regional resource centers, offering outreach services, assessments, and short-term programs for students across NC. [Link to DPI Schools for the Deaf page]
• Alexander Graham Bell Association for the Deaf and Hard of Hearing (AG Bell): Focused on spoken language for children with hearing loss. [Link to AG Bell website]
• National Association of the Deaf (NAD): [Link to NAD website]

Navigating the educational journey for a child with hearing loss is a partnership. We are committed to collaborating with you to ensure your child has the communication access and specialized instruction they need to succeed. If you have concerns about your child's hearing, please contact your child's teacher, school administrator, or our district's Exceptional Children's department.