Hearing Amplifiers in Inclusive Classrooms

 Hearing Amplifiers in Inclusive Classrooms


Inclusive education aims to ensure all learners, regardless of their physical or cognitive abilities, can access quality education in a shared learning environment. Among various assistive technologies, hearing amplifiers stand out as practical tools for students with hearing impairments where the amplifier analyses incoming sounds and adjust them to users specific hearing needs. These devices help bridge the communication gap in classrooms by enhancing sound input, especially in noisy or acoustically poor environments. This reflection critically examines the use of hearing amplifiers in inclusive classrooms, focusing on their relevance, strengths, limitations, and appropriateness.

Hearing amplifiers, often referred to as Personal Sound Amplification Products (PSAPs), are electronic devices that amplify ambient sound for individuals with mild to moderate hearing loss. Unlike medical hearing aids are intended to make up for impaired hearing that are customized and regulated, hearing amplifiers are generally more affordable, over-the-counter solutions that boost all sounds in the surrounding environment. In classroom settings, these tools can be highly beneficial, particularly when used alongside teacher-worn microphones, as they enhance the signal-to-noise ratio  which means the ratio of the power of a signal(meaningful input) to the power of background noise(meaningless or unwanted input), making it easier for students with hearing loss to focus on the teacher’s voice (Pherson, 2025)

The logical and practical role of hearing amplifiers in inclusive education stems from the importance of auditory access in language development and learning. Research has shown that hearing loss, even when mild, can negatively impact a child’s ability to follow instructions, develop vocabulary, and engage in group discussions (Stredler-Brown, 2012). In this context, hearing amplifiers help students participate actively by improving clarity and comprehension during lessons, thereby reducing the risk of academic and social isolation.

Critically evaluating their usage, hearing amplifiers offer several advantages. First, they are easy to use and do not require extensive training. Unlike more complex devices such as cochlear implants, hearing amplifiers can be used immediately after purchase. Second, their cost-effectiveness makes them attractive to schools with limited resources. According to Parette and Scherer (2004), affordability is a significant factor in the successful integration of assistive technology in schools. When paired with sound-field amplification systems in the classroom, these devices can provide an inclusive auditory environment for all learners, not just those with hearing loss demonstrating the enhancement of self-advocacy and participation (oyedokun, 2025).

However, hearing amplifiers also have limitations that educators must consider. They amplify all sounds indiscriminately, which may result in unwanted background noise, especially in busy classrooms. This can lead to auditory fatigue or confusion for the user. Moreover, PSAPs are not tailored to individual audiograms and lack features like noise filtering or directionality that are present in prescribed hearing aids (National Academies of Sciences, Engineering, and Medicine, 2016). Thus, they may not be suitable for students with moderate to severe hearing loss or those who require more precise adjustments.

In terms of implementation, teacher awareness and classroom strategies are crucial for the effectiveness of hearing amplifiers. Teachers need to use microphones consistently, maintain eye contact, and minimize environmental noise. Additionally, students should be seated in positions that optimize sound reception and visibility of the speaker’s face to support lip reading. Without these supportive measures, the benefits of hearing amplifiers may not be fully realized.

The appropriateness of hearing amplifiers depends largely on the student’s degree of hearing loss, their learning environment, and the level of classroom noise. They are most suitable for students with mild hearing impairment who struggle to hear clearly in group discussions or from a distance. In a small or moderately noisy classroom, hearing amplifiers can significantly enhance participation and comprehension. However, in larger classrooms with poor acoustics or inconsistent use of teacher microphones, their impact may be limited.

Importantly, the decision to use hearing amplifiers should be part of a broader individualized education plan (IEP) developed in consultation with audiologists, special educators, and parents. This ensures that the device meets the learner’s needs and that additional support such as speech therapy or peer sensitization is also provided. According to Turnbull et al. (2011), assistive technologies are most effective when integrated into a structured support system that includes environmental adaptations and targeted teaching strategies.

In conclusion, hearing amplifiers are a valuable assistive technology for promoting auditory access in inclusive classrooms. They provide a cost-effective and user-friendly solution to support students with mild hearing impairments. However, their limitations such as indiscriminate sound amplification and lack of customization must be acknowledged and mitigated through thoughtful classroom practices and professional guidance. When used appropriately, hearing amplifiers can contribute meaningfully to inclusive education by enabling students to engage confidently and fully in the learning process.


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