Who are DHH Students?

When an artist expresses their identity through the natural world, they use elements of nature like landscape, trees, animals, plants, seasons, atmospheric elements and different structures to visually represent their personal experiences, emotions and connection to the environment. Paintings often reflect on themes like growth, resilience, interconnection, and their own place withing the large ecosystem.

Deaf or Hard of hearing (DHH) live in a visual world is natural for them to constantly interpret and draw inspiration from what they see to convey their unique perspective and sense of self, sense of place and belonging. It is important to establish an inclusive art classroom as a place where DHH students can find an understanding of their identity and extended form of communication.

As art educators it is a privilege to be part of the growth and education of deaf students, and to pursue actively solutions and resources to make enlightened decisions. Not all accommodation in the art classroom can be easy, special for teachers and peers unfamiliar with deafness. To ensure effective communication, it is important to start with the understanding and identification of the student’s hearing loss and specific abilities and learning challenges.

Understanding what Deafness and Hearing Impairments

Individuals who are deaf or hard of hearing experience a reduction in sensitivity to sound. Amplifications may not assist the individual in interpreting auditory stimuli. Individuals who are deaf or hard of hearing from birth may experience lags in the development of speech and most often have language-based deficiencies. Students who are deaf or hard of hearing rely upon visual input rather than auditory input when communicating. Using visual aspects of communication (body language, gestures, and facial expression) often feels awkward to those who are accustomed to auditory input; but it is essential for effective communication with students who have hearing impairments.

Over 5% of the world’s population experience deafness or hearing loss and by 2050 hearing loss will affect one in ten people. Currently there are an estimated 34 million deaf children globally. It is estimated that by 2050 over 700 million people – or 1 in every 10 people will have disabling hearing loss according to World Health Organization (2021) In the like scenario that art teachers may encounter DHH students in the classroom in public or private education is important the understanding of their special and visual needs and their appreciation for visual arts.

The characteristics of students who are deaf or hard of hearing vary widely. Some students have a measure of usable residual hearing and use a device to amplify sounds (such as an FM system). Some choose to speak; others use very little or no oral communication. Some students are adept at speech reading, while others have very limited ability to “read lips.” For some, sign language and/or finger spelling are the preferred means of communication; other communication choices include gestures and writing. Most students who are deaf or hard of hearing have experience communicating with the hearing population, and it is important to allow them to guide you in the best way to communicate.

Possible characteristics may include:

• May be a skilled lip reader (only 30 to 40 percent of spoken English is distinguishable on the mouth and lips under the best of conditions)
• May have difficulty with speech, reading, and writing skills due to the close relationship between language development and hearing
• May use hearing aids and/or amplification systems to enhance oral communication
• May be members of a distinct linguistic and cultural group; as a cultural group, they may have their own values, social norms and traditions
• May use American Sign Language as their first language, with English as their second language or may use another sign language. It’s culturally relevant to understand that each country and region has their own sing language practice by the local Deaf community.

Defining Characteristics

The Deaf and Hard of Hearing (DHH) population has unique characteristics shaped by their reliance on visual communication and their diverse experiences with hearing loss.

Communication Styles:

DHH individuals rely on diverse communication methods, including sign language, lip reading, gestures, and written communication. Some use assistive devices like hearing aids or cochlear implants, while others may not benefit from amplification (Marschark, 2007). The choice of communication method often depends on individual preferences, cultural identity, and the degree of hearing loss.

Cultural Identity:

Many DHH individuals identify as part of a distinct cultural and linguistic community, often referred to as the Deaf community. This community shares unique values, norms, and traditions, with sign language serving as a cornerstone of cultural identity (Hauser et al., 2006). For example, American Sign Language (ASL) is widely used in the U.S., but sign languages vary globally.

Educational and Social Challenges:

Language development can be delayed due to limited auditory input, which may impact speech, reading, and writing skills. Social and emotional challenges, such as feelings of isolation, can arise from communication barriers (Karchmer & Mitchell, 2003). These challenges highlight the importance of inclusive educational practices.

Visual Learning Strengths:

DHH individuals who don’t have other disabilities often excel in visual learning and observation, making them adept at tasks requiring visual-spatial skills. This strength is particularly valuable in fields like art, design, and technology (Hauser et al., 2006).

Diverse Abilities:

Hearing loss ranges from mild to profound and can affect one or both ears. Some individuals have residual hearing and may use it to varying degrees, while others rely entirely on visual communication (World Health Organization, 2021). Deaf and Hard of Hearing (DHH) individuals rely on visual communication to express their identities and perspectives. Inclusive art classrooms can leverage this visual orientation to empower DHH students to explore their sense of self and belonging. Art serves as a vital medium for communication, bridging gaps beyond spoken language. Educators can foster equity and inclusivity by integrating visual aids, structured routines, and strategies that enhance creative expression (Marschark & Spencer, 2010).

References

Hauser, P. C., Wills, K. E., & Isquith, P. K. (2006). Hard-of-hearing, deafness, and being deaf. In J. E. Farmer, J. Donders, & S. Warschausky (Eds.), Treating neurodevelopmental disabilities: Clinical research and practice (pp. 119–131). The Guilford Press.

Karchmer, M. A., & Mitchell, R. E. (2003). Demographic and achievement characteristics of deaf and hard-of-hearing students. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 21–37). Oxford University Press.

Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. Oxford University Press.

Marschark, M., & Spencer, P. E. (2010). The Oxford Handbook of Deaf Studies, Language, and Education, Volume 2. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390032.001.0001

World Health Organization. (2021). Deafness and hearing loss. Retrieved from https://www.who.int/news-room/fact-sheets/detail/deafness-and-hearing-loss