Hearing loss can affect speech, language, learning, attention, social interaction and emotional wellbeing. Some children are born with hearing loss, while others develop it later. A child may pass newborn screening but still develop hearing concerns during childhood, so parents and schools should take concerns seriously.
Parents may notice that the child does not respond when called, turns the volume up, watches faces closely, misunderstands instructions, speaks loudly, has unclear speech or seems inattentive in noisy places. Sometimes hearing loss is mistaken for ADHD, language delay or behaviour problems.
At home, reduce background noise during communication. Turn off the TV when speaking. Face the child, speak clearly and check understanding. Do not shout from another room. Use visual support such as gestures, pictures, written reminders or routines.
If the child uses hearing aids, cochlear implants or assistive listening devices, families can build device checks into the morning routine. Is the device charged? Is it working? Does the child have it before leaving for school?
At school, the child may need preferential seating, teacher microphones, captioned videos, written instructions, visual schedules and noise reduction where possible. Teachers should avoid speaking while facing the board. Important information should be given visually as well as verbally.
An LSA can help by checking that the child understood instructions, supporting peer communication and encouraging self-advocacy. Useful phrases include “please repeat”, “I did not hear” and “can I sit closer?” The LSA should work closely with the teacher, parents, audiologist, speech therapist and inclusion team.
Incluzun can help families find an LSA who understands communication access and classroom awareness. The goal is not simply hearing sound. The goal is access to language, learning, friendships, safety and family connection.
Parent Checklist: When to Seek Further Professional Guidance
Disclaimer: This checklist is only a general guide to help parents notice possible traits or concerns. It is not an identification, diagnosis or formal assessment. Only a suitably qualified professional can complete a formal identification or assessment of a child's needs.
Parents may wish to seek further professional advice when several of the following traits are frequent, persistent and affecting learning, daily life, communication, independence, confidence or safety:
☐ Does not respond consistently when called or when spoken to from a distance.
☐ Frequently asks for repetition or says they did not hear.
☐ Turns the TV, tablet or music volume very high.
☐ Watches faces closely to understand what is being said.
☐ Misunderstands instructions, especially in noisy places.
☐ Speech or language development appears delayed or unclear.
☐ Seems inattentive in class but listens better in quiet one-to-one situations.
☐ Falls behind in communication, reading, social interaction or classroom learning.
If you are unsure where to begin, you can always contact Incluzun for more direction towards the right qualified professional for formal identification or assessment, and to discuss whether an LSA may be suitable for your child.
Research and UAE guidance note: AAP hearing assessment guidance covers hearing beyond the newborn period and provides recommendations for children who are deaf or hard of hearing.
Incluzun specialises in finding the right Learning Support Assistant (LSA) for the right child. For hearing loss support, our LSAs work with families, schools, teachers, inclusion teams and therapists so that agreed goals are practised consistently across the school day. The aim is meaningful progress, confidence and independence, not dependence on adult support.
Need LSA support for your child? Contact Incluzun: [email protected] | 056-5000-830.
Remember, inclusion is a journey, not a destination.