AI Field Guide — Assistive Technology for Students who are Deaf/Hard of Hearing (D/HH)

Blended from two source documents: a practical AT field guide and a definitional overview. Original wording is preserved and reorganized under universal sections so an AI can deep‑link by purpose (student context, assessments, supports, implementation, compliance, troubleshooting). Minimal updates cite IDEA, ADA Title II, WCAG, and CDC EHDI.

Student Context

Assessments & Screenings

Supports & Features

Implementation & Training

Documentation & Compliance

Issues & Troubleshooting

Examples & Templates

Conversation Support

References & Glossary

AI Field Guide: Assistive Technology for Students who are Deaf/Hard of Hearing (D/HH) — Updated

Purpose: Equip an AI assistant and school teams with clear, practical guidance to plan, deliver, and sustain AT supports so D/HH students access gradelevel instruction and participate across settings. Guidance, not legal advice. Regular tech becomes assistive technology when the IEP team identifies it as necessary for FAPE — then the school provides and supports it.

1) Core Principles

Gradelevel first. Keep instruction anchored to enrolled grade standards. Use AT (captions, remote mics, interpreters, loops) to remove barriers — don’t lower rigor.

Effective communication & access. Consider both input (what is said/shown) and output (how the student participates). Access must be timely and equivalent in the real classroom.

Student agency grows over time. Begin with teammanaged support; intentionally transfer responsibility so the student can request mics/captions, manage devices, and selfadvocate by graduation.

Featuredriven, not branddriven. Specify capabilities (e.g., “instructor + peer microphones with direct streaming,” “human realtime captions for seminars”).

Plan for all environments. Gen ed classes, labs, PE/arts, assemblies, field trips, buses, cafeterias, counseling/office, virtual/hybrid, and assessments.

2) Quick Triage — Where are we starting?

Many students will span categories.

A. Hearing devices & access

Uses hearing aids and/or cochlear implants; may have telecoil/BT/DM receivers.

Priorities: direct audio streaming from teacher mic (DM), manage noise/reverb, ensure peer audio is heard.

B. Visual language access

Primary access via ASL/other signed systems or Cued Language; may use speechreading and captions.

Priorities: qualified interpreting/transliterating, consistent sightlines/lighting, captioned media.

C. Captioningfirst access

Relies on CART/CPrint/TypeWell or automatic captions when quality is verified.

Priorities: select captioning type by class demands; ensure display placement and transcript access.

D. Mixed access / situational

Needs vary with distance/noise/fatigue (e.g., soundfield + front seating some days; DM streaming others).

Priorities: flexible toolkit; routines to switch modes.

3) Assessment Workflow (SETTstyle)

Student

Audiological profile (device type, aided thresholds), communication modes (spoken, sign, bilingualbimodal), processing speed/fatigue, language proficiency, selfadvocacy.

Environments

Room size, acoustics (noise, reverberation), teacher movement, peer discussion patterns, lighting/sightlines, tech ecosystem (WiFi, platforms), offsite activities.

Tasks (anchored to gradelevel standards)

Lecture, smallgroup discussion, labs, Socratic seminars, videos/podcasts, phone/Zoom, announcements, emergency alerts.

Tools & strategies (to trial)

Remote microphones/DM; soundfield; loops/telecoil; direct BT streaming; human vs. ASR captions; interpreting/cued language; notetaking supports; chat tools; visual alerting.

Plan brief trials (2–4 weeks): define success criteria (e.g., captures ≥90% of teacher talk, ≥80% of peer comments; reduced repeats; lower reported listening fatigue). Collect short daily data.

4) Technology Menu (features to specify)

4.1 Remote Microphone Systems (DM/FM)

Purpose: Improve signaltonoise by streaming teacher/peer voice directly to hearing devices or receivers.

Features to request:

Teacher mic (wearable) with direct streaming to student devices.

Passaround/peer mics for discussions; define etiquette (one mic = one talker; handoff rules). For small groups, assign a mic to the active speaker or rotate a passmic.

Audio mixing with computer/video audio so streamed media reaches the student too.

Compatibility with hearing aids/CIs (boots/receivers) or separate receivers + earbuds.

Setup notes: Pairing chart, battery/charging plan, storage, cleaning, who troubleshoots, and who repeats peer comments when a mic is not used.

4.2 Classroom Soundfield Systems

Purpose: Evenly amplify teacher voice for the room; not a substitute for DM when a student needs direct streaming.

Use when: classwide audibility is poor but the student also has other access (e.g., captions/interpreter).

4.3 Hearing Loops & Telecoil

Purpose: Send audio to telecoilequipped devices in looped rooms.

Use when: rooms/events are looped (auditorium, board rooms); specify loop testing and signage.

4.4 Captioning (qualityfirst)

Human realtime (CART/CPrint/TypeWell): highest accuracy for fast, technical, or discussionheavy classes. Provide optimal display placement (second screen/tablet if needed) and transcript access when permitted.

Automatic speech recognition (ASR): Useful for clear, singlespeaker lectures when quality is verified. Not sufficient as a standalone solution for rigorous multispeaker instruction unless performance is equivalent. Plan to upgrade to human captions when accuracy/latency is inadequate.

Quality expectations: Captions must be accurate, synchronized, complete/equivalent, readable, and timely. Include speaker IDs and key nonspeech sounds. Quick startofclass check: audio feed, visibility, font/contrast, lag.

Mic strategy for captions: Feed teacher and peer mics to the captioner/service (avoid “room mic only”). Route computer/media audio into the caption stream. For small groups, use portable displays or distributed devices.

Media: Turn on captions for all videos. If a required video lacks captions, arrange captioning in advance and give the student (and interpreter/captioner) the file or link before class.

4.5 Interpreting/Transliterating

Types: ASL interpreting, Signed English transliteration, Cued Language transliteration; inperson preferred; VRI as backup with camera angles, bandwidth, and audio planned.

Qualified interpreters: Use personnel able to interpret effectively, accurately, and impartially with necessary specialized vocabulary. For long or intensive classes, schedule team interpreting with planned breaks.

Classroom setup: Maintain clear sightlines and lighting; seat the student to view both instructor/board and interpreter. Provide materials (slides, vocab) in advance so interpreters can prepare.

Turntaking & discussions: Establish onevoiceatatime norms; name the next speaker; post key points. For labs/PE, plan positioning and safety cues.

4.6 Notetaking & Visual Supports

Options: peerassisted notes, caption transcripts, teacherprovided guided notes, digital notetaking with audio links. Clarify who provides notes when cognitive load is spent on access (e.g., during seminars).

4.7 Visual Alerting & Communication

Visual/vibrating alerts for bell/alarms; text/IM for twoway communication; VRS/RTT/TTY for phone access where needed.

4.8 Remote/Hybrid Learning

Pin interpreter/captions; ensure audio routing feeds captions and DM streaming; use headsets; share chat and transcripts; record with captions where policy allows.

4.9 Classroom Acoustics & SignaltoNoise Targets

Targets: Aim for ≤ 35 dBA unoccupied background noise and RT60 ≤ 0.6–0.7 s in typical classrooms. When targets aren’t feasible, prioritize remote microphones to improve SNR.

Quick improvements: Add soft surfaces (ceiling tiles, carpets, bulletin boards), close doors/windows during instruction, reduce HVAC/ancillary noise, and minimize competing equipment sounds.

SNR goal: Strive for +15 dB SNR at the student’s ear using DM/peer mics and seating.

Validation: Use simple apps or meters to screen noise/reverberation and document needs; escalate to facilities when rooms are out of spec.

5) Classroom Practices That Matter

Mic etiquette: Wear teacher mic; pass the peer mic or repeat student comments; avoid walking away while talking; avoid covering mic; mute during side talk.

Visual access: Face the class; ensure lighting on the speaker/interpreter; display captions clearly; avoid standing in front of windows.

Discussion management: One speaker at a time; establish hand/turn protocol; use name before comment; summarize key points verbally and on the board.

Media: Turn on captions; provide accessible links; ensure audio feeds both captions and DM.

Materials in advance: Share vocab, slides, and diagrams early (supports interpreter/captioner and student preview).

Acoustics: Choose quieter rooms when possible; close doors during instruction; use soft surfaces to reduce reverberation; consult facilities if a room regularly exceeds noise targets.

Emergency & announcements: Ensure systems are audible and visible (text, strobes, inclass displays); practice procedures.

6) Building the IEP/504 Plan (featurefirst)

PLAAFP

Impact on access to gradelevel curriculum (lecture, discussions, media); device use; environments hardest to hear/see; current selfadvocacy.

Annual goals (examples)

Selfadvocacy: “Given visual cue cards, Student will appropriately request mic/captions/rephrase and report access problems in 4/5 observed opportunities across classes.”

Operational: “With faded prompts, Student will set up and check DM streaming (pairing, battery, test phrase) for first period in 4/5 days.”

Participation: “During wholeclass discussions, Student will contribute 3+ times per period using established mic/turn routines.”

Services & supports

Audiology support (DM programming, loop checks), interpreting/transliteration, captioning (type and schedule), notetaking, acoustical improvements, staff training, family coaching.

Accommodations/AT (features)

“Instructor wearable mic with direct streaming; passaround peer mic; live captions for lecture/discussion; captions on all media; seating/sightlines for interpreter; transcript access; visual alerts; remote/hybrid captioning parity.”

Assessment

Align accommodations with instruction (e.g., use of DM, interpreter, captions) per policy; separate setting if needed for visual access; allowance for repeat/clarify of directions.

Legal notes (plainlanguage)

Interpreting and realtime captioning (e.g., CART) are recognized related services when needed for FAPE; document the features required.

Schools are not responsible for programming a surgically implanted device (e.g., CI mapping), but may check external components and must still provide needed related services and access tools.

7) Training & Routines

Staff: mic etiquette, captioning setup, interpreter teaming, repeating peer comments, posting materials early, emergency procedures.

Student: device charging/pairing, when/how to request supports, concise repair phrases (“Please use the mic,” “I missed that—rephrase,” “I need captions on”).

Peers: pass mic, face the student, one voice at a time, write key terms.

Audiology/Tech: quarterly checks; spares/loaners; repair turnaround; who to call.

8) Data & Review (minimal but meaningful)

Capture: percent of teacher/peer talk perceived (quick rating), number of repeats, listening fatigue rating (0–10), participation turns, breakdowns + repairs, tech uptime.

Review: every 2–4 weeks; adjust mic strategy, caption type, seating, or interpreter logistics as needed.

9) Family Partnership

Align home/school tools (streamers, apps); share howtos; practice advocacy phrases; ensure afterschool activities (sports, clubs) have access plans; coordinate with the student’s audiologist.

10) Safety & Equity Notes

Ensure access during drills/emergencies (visual alerts, texts, buddy system). Provide equal access to announcements, counseling, front office, and extracurriculars.

11) Troubleshooting

“I still can’t hear peers.” Add/pass peer mic; require onevoice rule; repeat comments; rearrange seating.

Feedback/Distortion. Check mic placement, gain, pairing; switch channels; verify telecoil/receiver settings.

Captions lag/poor quality. Increase mic quality; switch to human captions for fast discourse; provide transcript afterward.

Interpreter visibility. Adjust lighting; change seating; pin interpreter in virtual platforms.

Tech fatigue. Schedule mic breaks; rotate strategies; teach concise repair phrases; build quiet work options.

12) OnePage Planning Template

Student & team … Primary access modes (DM, captions, interpreter, loop) … Classroom routines (mic, turntaking, media) … AT features (write features, not brands) … Services (audiology/interpreting/captioning/notetaking) … Training (staff/student/peers) … Home/activities (clubs, sports, events) … Data (repeats, fatigue, participation) … Followup date …

13) Legal anchors & key definitions (plainlanguage)

Effective communication (ADA Title II): Public schools provide auxiliary aids/services (e.g., qualified interpreters, CART, assistive listening/DM, captioned media) in a timely manner and give primary consideration to the individual’s requested method.

Qualified interpreter (ADA): Interprets effectively, accurately, and impartially, using needed specialized vocabulary. Includes sign language interpreters, oral transliterators, and cuedlanguage transliterators.

IDEA—Related services: Interpreting services (including CART/CPrint/TypeWell) and audiology are related services when required for the student to benefit from special education.

Cochlear implants: Schools are not required to program/maintain surgically implanted devices, but may check external components and must still provide needed related services and access tools.

TL;DR for the AI

Keep the student in gradelevel content; remove barriers with AT.

Decide access modes (DM, captions, interpreter, loop) for each context; trial and measure.

Train staff/peers; teach selfadvocacy; plan for multimedia, discussions, and emergencies.

Document features in IEP/504; assign roles for setup, maintenance, and review.

Florida Definition A student who is deaf or hard-of-hearing has a hearing loss aided or unaided, that impacts the processing of linguistic information and which adversely affects performance in the educational environment. The degree of loss may range from mild to profound. General Overview It is useful to know that sound is measured by its loudness or intensity (measured in decibels, dB) and its frequency or pitch (measured in hertz, Hz). Hearing loss can occur in either or both areas, and may exist in only one ear or in both ears.Hearing losses are defined in terms of (1) the degree of loss, (2) the age at which the loss occurs, and (3) the type of loss. The terms that are used with hearing loss are deafness and hard-of-hearing. Deafness is a hearing loss that is severe enough that the child cannot process linguistic information through hearing, even when using amplification or hearing aids, and adversely affects the child’s educational performance. Hard-of-hearing is defined as a loss in hearing, permanent or fluctuating that adversely affects a child’s educational performance and Central Auditory Processing Disorders.There are four categories of hearing losses: conductive losses, sensorineural losses, mixed losses, and central auditory processing losses. The first three types of hearing losses are considered to be due to problems with auditory acuity, or the ability to take in sounds and for the brain to process sounds successfully. The fourth type of hearing loss is an auditory processing difficulty, meaning the individual can “hear” the sounds, but has problems understanding them.

State of Florida Eligibility Requirements Eligibility requirements for special education services for students who are deaf or hard-of-hearing can be found on the FLDOE website at . Characteristics

Primary Sensory (vision, hearing, tactile) Undetected hearing losses can result in delayed development of language and communication skills. Visual communication is essential. Most children who are deaf or hard-of-hearing are successful in reading and make academic progress when early, consistent, and conscious use of visible communication modes, and/or amplification and aural/oral training are used to provide fluent language models for the acquisition of both expressive and receptive language. Communication: Children with hearing loss or deafness use oral or manual means of communication or a combination of the two. Oral communication includes speech, lip reading, and the use of residual hearing. Manual communication involves sign language and fingerspelling. Total Communication, as a method of instruction, is a combination of the oral method plus sign language and fingerspelling. Secondary Cognitive: Hearing loss or deafness does not affect intellectual capacity or ability to learn for most children. Children who are hard-of-hearing or deaf may find it much more difficult than children who have normal hearing to learn vocabulary, grammar, idiomatic expressions, and other forms of communication. Children who are deaf or hard-of-hearing generally require some form of special education services in order to receive an appropriate education (ex. seating near sound sources, captioned media or interpreter, notetaker or captionist services). It is critical to have cognitive evaluations performed by professionals with experience in language delay faced by students who have hearing loss or deafness and who are capable of communicating with the child in the child’s native language. Motor: Students with hearing loss or deafness who have the characteristic of another disability that affects motor skills; for students who use sign language, it is critical to analyze the use of their hands and arms when making the determination for occupational and physical therapy services. Emotional: Early identification and intervention, increased parent training, realistic expectations and reducing communication barriers can all reduce the isolation felt by a child who is deaf or hard-of-hearing. It is important to assist the child in advocating for their needs. When possible, it is helpful to allow students to interact with other students who face the same types of challenges they may face. When there is a lack of fluent language models for the child, they may require additional emotional support services. Social: Early identification and intervention, increased parent training, technological aids, and sign language interpreters can improve the social skills development of children who are deaf or hard-of-hearing. Also, membership in the Deaf community becomes part of the individual’s identity and allegiance to the group may become strong. Some children shun the use of their hearing aids, cochlear implants and even interpreters so they look like their typical peers. They may need support services in learning to advocate for their needs as well as accept the services that benefit their learning. Instructional Media Learning is most effective when information is spread across a variety of media or input, activating many different cognitive processes. The brain takes these different inputs (e.g. text, images, charts, audio, textural), processes each input, and puts all of it together to create a whole "understanding." When students have problems with fluency in one or more areas of media, the other areas should be enhanced and enriched to compensate and scaffold the processes that are weak. The brain will still combine the various types of input to create a whole "understanding."