Auditory Impairment

Labiofacial reading, strategic placement and FM systems.

The primary barrier in hearing impairment is not intellectual, but communicative.

To break it down, the student's location in the classroom is a major pedagogical decision.

The student should be placed in the front rows, at an optimal distance (between one and three meters from the teacher) that allows a clear view of the face for labiofacial reading.

It is imperative that the teacher keeps his face illuminated and avoids talking backwards, covering his mouth or walking excessively around the classroom, as this interrupts the visual channel of communication.

The U-shaped arrangement of desks helps students identify who is speaking in group discussions, facilitating their social and academic participation.

To compensate for hearing loss, even with the use of hearing aids or implants, technical aids such as Frequency Modulation (FM) systems are used.

This device connects a microphone worn by the teacher directly to the student's hearing aid, eliminating the problem of distance and classroom reverberation.

Similarly, the magnetic loop is essential in large spaces such as auditoriums, as it "cleans" the audio signal from background noise, allowing the information to arrive clearly.

These technological tools drastically reduce the cognitive fatigue suffered by the student when trying to decode a fragmented message.

Visual supports and mediating partners

Since the auditory channel is inefficient, teaching must turn to the visual channel.

The teacher must become an architect of visual information, using graphic organizers, diagrams on the board before the oral explanation, subtitles on videos, and abundant iconographic material.

Anticipating new vocabulary in writing allows the learner to contextualize the lesson and not get lost trying to decipher unfamiliar words through lip-reading.

The whiteboard becomes a vital ally for noting key words, dates and assignments, ensuring that critical information is not lost in the air.

Social inclusion is reinforced by the figure of the "peer mediator" or tutor.

This buddy, seated nearby, can alert the student to changes in activity, book pages or PA announcements that have gone unnoticed.

In addition, encouraging the learning of basic signs in the rest of the class creates a climate of welcome and normalization.

It is essential to remember