Center: Old Main; Right: Female student at computer lab.
Deafness/Hearing Impairments
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Accommodations & Services

Documentation Guidelines for College students with Hearing Impairments / Deafness

What is Hearing Impairment?

Deafness and hearing impairments are considered disabilities under Americans with Disabilities Act if a major life activity is substantially limited.  The term "deaf" normally refers any person with a hearing loss whether they were born deaf, became deaf in childhood, or became deaf later on in life. The word deaf applies to people with a range of hearing loss-anything from a slight loss of hearing to profound deafness.

What are Common Types or Degrees of Hearing Impairments?

Types:
  • Conductive: occurs when a barrier to sound is present in the outer or middle ear.
  • Sensorineural: some sounds may be heard while others are not.
  • Central: damage to the brain prevents processing of auditory stimuli.
Degrees:
  • Minimal loss: difficulty hearing soft sounds between, so loss is 16 to 25 decibels.
  • Mild loss: difficulty understanding normal speech, so loss is between 26 to 40 decibels. Requires use of a hearing aid or FM system in some situations.
  • Moderate loss: difficulty understanding loud speech, so loss is between 41 to 55 decibels. Hearing aids and/or FM systems are frequently needed.
  • Severe loss: can understand amplified speech only, so loss is between 56 to 80 decibels. Hearing aids and FM systems are needed for all communication.
  • Profound loss: difficulty understanding amplified speech, so loss is between 81 decibels or more. Students must rely on vision.
What are the Documentation Guidelines?
Assessment(s), and any resulting diagnosis, should consist of and be based on a comprehensive assessment battery that does not rely on any one test or subtest. It is recommended that both aptitude and academic achievement be evaluated and included in the assessment report.

The following guidelines are provided in the interest of assuring that the service provider in collaboration with the student determine an appropriate diagnosis and establish reasonable accommodations. Documentation serves as a foundation that legitimizes a student's request for appropriate accommodations.

Recommended documentation includes: 
  1. A clear statement of diagnosis and a description of supporting present symptoms and, if pertinent, past symptoms.
  2. A narrative summary which includes:
    • the diagnostic studies and test used to make the diagnosis including audiological evaluation and/or audiogram;
    • specific interpretation of the functional limitation and impairments related to the diagnosis and medical treatment of the condition, including the implications of  the diagnostic data and hearing aid evaluation, which affect the student's  current level of functioning in the college environment;
    • descriptions/suggestions of reasonable accommodations that have been or  might be appropriate in the college environment.  The recommendations  should be supported by the diagnosis.
  3. Documentation of disability should be current, preferably in the last one to three years, and should include the relative stability of the condition.  (The age of acceptable documentation is dependent upon the disabling condition, the current status of the student and the student's specific request for accommodation).
  4. Physicians which may include an otolaryngologist and/or an otologist are qualified to provide diagnosis and treatment for hearing disorders. Audiologists may also provide current audiograms.  The diagnostician should be impartial and not a family member.
How are Accommodations and Support Services Determined?
Upon receiving the diagnostic evaluation, DSS will review the need for accommodations and support services based on the individual's disability documentation and disability-based needs. DSS will meet with the student and determine appropriate accommodations in accordance with Section 504 of the 1973 Rehabilitation Act, the 1990 Americans with Disabilities Act and college policy.

What are the Some Typical Accommodations?
Accommodations are on a case-by-case basis and are not automatic. Each student must qualify for each accommodation. Other accommodations, not seen below may also be appropriate.
  • Assistive listening devices
  • Note takers
  • Sign language interpreters
  • Oral interpreters
  • Priority seating
  • Adequate lighting in classrooms
Tips for Successful College Experience
  • Learn about your personal accommodation needs.
  • Orientation is important when you make the transition to postsecondary education. Give yourself a few days to get comfortable with the campus environment.
  • Anticipate where you might need special signal devices, such as on the emergency evacuation devices in your dormitory. Locate a TTY or consider an amplified telephone.
  • Locate the office for Disability Support Services (DSS) in Old Main 004 and the staff. Provide documentation of your disability and discuss which services you are likely to need as soon as possible. Discuss suggestions about how you can best communicate with faculty.
  • If you use an assistive listening devices (ALD) explain and demonstrate the lapel microphone you may ask the instructor to wear. 
  • Try various techniques/methods. If you are hard of hearing and are having difficulty hearing the professor, ask to use an ALD in the classroom.
  • Establish a support network.
  • Become a strong advocate for your needs.
Hearing Impaired/Deafness Resources/Links

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