Deaf and Hard of Hearing Newsletter: School Communication for DHH Families

The Deaf and hard of hearing community is not monolithic. Some families of DHH students are themselves Deaf and approach deafness as a cultural and linguistic identity. Other families are hearing and are navigating decisions about communication modality, technology, and educational approach for the first time. A newsletter that communicates respectfully across this range requires awareness of the diversity and commitment to reflecting the specific child's program rather than making assumptions about what is right for all DHH students.

Hearing Technology in the Classroom

If your student uses hearing aids, a cochlear implant, or an FM or sound field system, your newsletter should describe how the technology is used in the classroom and what families need to know about maintenance. A hearing aid with a dead battery or an FM system that is not working provides no benefit. Describe how to check the device daily, how to replace batteries, and how to contact you if the student reports that something is not working.

Communication and Language Goals

Be specific about the communication approach and goals in your newsletter. If the student is using spoken language with auditory-verbal therapy goals, describe those. If the student is using ASL or a total communication approach, describe the language development goals. Families who understand what language development goals are being targeted can reinforce them at home through whatever communication modality is central to the student's program.

Academic Accommodations in Inclusive Settings

Many DHH students spend part of their day in general education settings with accommodations: preferential seating, FM system use, captioning, interpreter services, or note-taking support. Your newsletter should describe these accommodations and explain how they work so families understand what their child's school day looks like and can notice if accommodations are not being implemented.

Deaf Community and Cultural Resources

Including one or two references per year to Deaf community resources, events, or role models is a meaningful way to reflect the cultural dimension of the DHH experience, especially for students whose families are hearing and may not have a natural connection to Deaf culture and community. Daystage makes it easy to build and send this kind of rich, community-aware newsletter on a consistent schedule.