Author: Eleanor T. Robertson, Ph.D. Director, School Psychology, Trinity University

The auditory impairment may or may not be the focus of counseling. It is important to remember that students with hearing impairments have all the problems and concerns of others at their level of development.


  • If appropriate, ask about the auditory impairment; however, keep it in perspective. For example, if a youngster expresses frustration with not being able to keep up with assignments, it would be logical to ask if difficulties with hearing are affecting productivity, but do not make the assumption that this is the only problem.  Disorganization and poor time management may be the more important factors.
  • Unless there is a relevant reason (e.g. to use their help in accessing a service), do not tell about others you know who have this disability (Olkin, 1999).
  • Help the student learn to explain the disability and related needs in a clear, straight-forward way, since this will enable productive engagement with others (Yuker, 1994).