Issues in Education: Self Advocacy Support for Students with Unilateral Hearing Loss

Tanis M. Harty

University of British Columbia

Running Head: Issues in Education: Self Advocacy Support for Students with Unilateral Hearing
Loss

Until recently there has been a general assumption in both the medical and educational

communities that because children with a unilateral loss had one good ear, they did not need the

same kind of support as other d/Deaf and hard of hearing peers. This is reflected in services for

children with UHL as most of these students end up on a teacher of the d/Deaf and hard of

hearing’s (TDHH) consultative case load, rather than receiving direct service. Previous studies

though have suggested that children with unilateral hearing loss (UHL) struggle with academics

and social emotional health. Only recently has research into the impact of UHL on students

begun to be closely examined. Lieu (2004) states “children with UHL appear to have an

increased rate of grade failures, need for additional educational assistance, and perceived

behavioral issues in the classroom” (p.29). This is important to consider, as a lack of research has

been conducted in relation to this special population, and it is imperative that teachers of the

d/Deaf and hard of hearing (TDHH) understand that these children have unique needs and would

benefit from specialized support in relation to speech and language development, as well as

social emotional skill development. As a TDHH it is integral that we advocate for these student’s

needs and consider ways to bridge the gap between research and practice. One way is to

document and monitor this particular populations progress in school. By having the evidence to

confirm the need for support and change in relation to the language surrounding ministry

designation for these students so that they are more easily included in direct service support as a

d/Deaf and hard of hearing student.

1
Running Head: Issues in Education: Self Advocacy Support for Students with Unilateral Hearing
Loss

Luckner & Becker (2013) suggest that self-advocacy skills are “vital for deaf and hard of

hearing students to succeed in school, postsecondary education, and work environments” (p. 34).

Teaching self-advocacy skills are an integral part of a TDHH’s role in their position, as the

impact of hearing loss can affect every aspect of a d/DHH student’s lives. One way that hearing

loss can impact a student is how others perceive them, and a lack of understanding can cause

communication breakdowns and have negative consequences on a student’s self-esteem. By role

modelling and practicing self-advocacy skills it can help prepare these students for when they

encounter challenging situations in relation to their specific needs. One way for teachers of the

d/Deaf and hard of hearing to promote and practice these skills with their students is to create

advocacy opportunities that involve the wider community. Such an opportunity might include

hosting an advocacy day in a school district where all the students and parents could participate

in workshops to strengthen their understanding of hearing loss, technology and their specific

needs. Successful d/DHH role models could be brought in to share their experiences with both

parents and students respectively. If a TDHH wanted to go beyond the work in the classroom or

school year, self-advocacy camps could be developed to bring these unique children together and

have them learn together about their own hearing loss, and how best to advocate for themselves.

In conclusion, it is important to consider that each student with hearing loss is complex

with a variety of needs that is unique to each individual. This is especially true for children who

have only recently begun to receive a spotlight in relation to research.

2
Running Head: Issues in Education: Self Advocacy Support for Students with Unilateral Hearing
Loss

Bibliography

Lieu JEC. Speech-Language and educational consequences of unilateral hearing loss in

children. Arch Otolaryngol Head Neck Surg. 2004;130(5):524–530.

doi:10.1001/archotol.130.5.524

Luckner, J. L., & Sebald, A. M. (2013). Promoting self-determination of students who are deaf

or hard of hearing. American Annals of the Deaf, 158(3), 377-386.

doi:10.1353/aad.2013.0024