The purpose of this assignment is to reflect on my own experience of integrating a deaf child into a mainstream school. To explore how other learning disabilities can be identified, to develop a general strategy and establish good teaching practice when working with children that have hearing difficulties. To understand the importance of early identification of partial deafness whilst understanding the implications of having a hearing disability in relation to peers and child interaction.

The primary school I currently work at is situated within a council estate on the outskirts of Liverpool. The majority of the children enrolled at the school come from low income families and of mainly white race. I had been working as a higher level teaching assistant in year 1 for just over 2 years, when myself and Mrs Clarke (class teacher) were informed that a new pupil would be joining the class in 2 months time. At first, I felt excited that a new child would be joining the class but that excitement quickly diminished as I was told that the child was in fact deaf. I felt immediately nervous and full of anxiety, I pondered on how I could possibly teach a deaf child as I would not know where to begin. I felt incompetent and began to question whether I would be capable to take on such a responsibility. I was unaware about the different aspects of deafness and felt tense about how I could make a deaf child understand my teaching.

#I learned that Daisy, aged 6, was born with impartial hearing but used a permanent hearing aid. She had studied at a local special school prior to being integrated into St Albert’s. The reasons for the integration were that the special school did not have higher level classes as her academic performance was good, but the decision was ultimately made by Daisy’s parents as they hoped this would help Daisy to reach her maximum potential.