MARTINE MONKSFIELD, QUALIFIED TEACHER OF DEAF CHILDREN AND YOUNG PEOPLE (QTOD); ACCESSIBILITY OFFICER, DEAF COMMUNITY LIAISON OFFICER AND FORMER PRESIDENT, BATOD, UK
Setting the scene
Creating inclusive classrooms for deaf children and young people (BATOD, 2026a) requires more than ensuring that hearing technology is working and providing communication support workers (CSWs). Deaf students often experience major barriers to accessing spoken language, classroom discussion, incidental learning and social interaction. Even when using hearing aids or cochlear implants, listening can require sustained concentration (BATOD, 2026b), resulting in increased cognitive effort and listening fatigue, and students and staff don’t always have ready access to learn British Sign Language (BSL).
Alongside practical classroom adaptations, schools should promote positive attitudes towards deafness. BATOD’s positive terminology guidance (Monksfield and Sive, 2024) advocates terms such as ‘deaf’, ‘hard of hearing’, ‘partially deaf’ or ‘partially hearing’, rather than deficit-based language such as ‘hearing-impaired’. It emphasises that deafness should not be seen as something that needs to be ‘fixed’, and that positive language contributes to the development of healthy deaf identities.
What should teachers know?
Deaf students often work harder than their hearing peers simply to access teaching. Families often make choices for their deaf child (BATOD, 2026c) with the support of a QToD (qualified teacher of the deaf). QToDs offer specialist advice for deaf children’s complex and varied needs in order to create accessible learning spaces and identify targeted interventions.
Much classroom learning relies on listening while processing new information. For a deaf learner, this can create significant cognitive load. An effective way to support deaf students is to reduce the receptive intake burden attached to learning new content. Providing information in advance enables familiarisation with key vocabulary, concepts and expectations before they encounter them in a busy classroom environment.
Action points for teachers
1. Pre-teach new language and concepts
Identify vocabulary, concepts and subject-specific language before new learning begins.
- In primary settings, introduce keywords from new books, songs and curriculum topics during short individual or small-group sessions
- In secondary settings, share key terminology and materials in advance
- Allow deaf children extra time to process information in their preferred communication delivery, as executive demands on listening and visual intake can often have a detrimental impact on their ability
to retain information - This will be important in applying for extra exam time, if it is established that a child’s way of working requires it.
2. Provide information through multiple channels
Avoid relying solely on spoken language. Support verbal explanations with:
- written instructions
- visual timetables
- diagrams and images
- captioned/subtitled videos and live captioning in lessons where possible
- knowledge organisers
- keyword lists.
When important information is available visually and verbally, deaf pupils are less likely to miss critical learning points.
3. Reduce listening/concentration fatigue
Recognise that listening requires considerable effort. Teachers can help by:
- facing the class when speaking
- using BSL signs that everyone can learn for common requests (such as ‘toilet’, ‘tissue’ and ‘water’ for primary settings; ‘stop talking’, ‘five minutes left’ and ‘homework on board’ for secondary)
- avoiding talking while writing on the board
- minimising background and visual noise
- repeating other pupils’ contributions
- breaking complex information down
- promoting positive and effective use of radio aid systems, and ensuring that they’re given back to deaf learners at the end of lessons without prompting; some will take them home to use
- regularly checking understanding (for example, asking comprehensive questions rather than ‘Did you get that?’ or similar – many will just nod!).
4. Create deaf-friendly classroom discussions
Establish clear turn-taking routines and encourage students to speak one at a time. Repeat or summarise comments from across the room and ensure that deaf pupils know who is speaking before discussion begins. Consider a quieter area or room for group work for a deaf learner’s group.
5. Promote positive deaf identity
The language that we use shapes children’s perceptions of themselves. Use positive terminology, as discussed earlier. Avoid deficit-based language that suggests that deafness is something that is wrong with the child. Celebrate deaf role models (BATOD, nd), achievements and contributions to society.
Top tips
- Prepare before teaching: Read reports about the deaf child from their QToD, who will have typically been involved with the deaf learner and their family from newborn hearing screening. Pre-teaching helps deaf pupils to access learning and reduces cognitive and listening demands during lessons.
- Make learning visual: Always support spoken information with written instructions, visual aids, diagrams and key vocabulary. What is heard should also be seen.
- Think about listening effort: Even with excellent hearing technology, listening can be exhausting. Reduce unnecessary listening demands wherever possible and ensure that deaf pupils have opportunities to learn at their linguistic level in acoustically supportive environments.
Want to know more?
- The National Deaf Children’s Society offers practical guidance, including classroom strategies, resources for teachers and information on supporting deaf learners across different settings: ndcs.org.uk/advice-support/all/education-learning
- The Scottish Sensory Centre with GTC (Scotland) has advice on teaching and supporting deaf learners: batod.org.uk/wp-content/uploads/2022/08/Scotland-professional-guide-teaching-supporting-deaf-learners-1.pdf
- The National Sensory Impairment Partnership offers a checklist for ‘what good looks like’: batod.org.uk/wp-content/uploads/2021/11/NatSIP-2021-09-What-good-looks-like-observational-schedule-v-P1.pdf
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