Practice Standards & Resources

Educational Audiology Glossary

Plain-language definitions of terms you'll meet in IEP meetings, school audiology reports, and conversations about students who are deaf or hard of hearing.

A note on terminology

This glossary follows the Educational Audiology Association's 2023 board-approved position statement, Recommended Terminology When Referring to Hearing Differences. Preferred terms include deaf, Deaf, hard of hearing, deaf and hard of hearing, deafblind, deafened, hearing loss, atypical hearing, and typical hearing.

Terms such as hearing impaired, hearing handicapped, and deaf-mute are avoided here, though you may still encounter hearing impaired and auditory impairment in older documents and in current federal law (IDEA still uses those terms). When referring to an individual, "deaf or hard of hearing" is preferred; when referring to a group, "deaf and hard of hearing" is preferred. Whenever possible, ask each person their own preference and honor it.

Any page on edaud.org may link individual terms back here, so if a word in another article looks unfamiliar, click through and you should land on a plain-language explanation. Use the search box to filter the full list, or jump to a letter below.

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5

504 Plan

A written plan under Section 504 of the federal Rehabilitation Act of 1973 that spells out the accommodations a student needs to access school on equal footing with peers. A 504 Plan is for students who have a disability that substantially limits a major life activity but who do not need specialized instruction. Students with mild hearing loss who succeed academically with classroom accommodations sometimes have a 504 Plan rather than an Individualized Education Program.

Related: Accommodations, IEP, FAPE, ADA, OCR

A

AAC (Augmentative and Alternative Communication)

A range of tools and methods that help people communicate when speech alone is not enough — including picture symbols, communication boards, sign language, gestures, and speech-generating devices. AAC may be unaided (using only the body, like signs or gestures) or aided (using external tools or technology). Some students who are deaf or hard of hearing use AAC alongside or instead of spoken language.

Accommodations

Changes to how a student learns or is tested that give them equal access to the same curriculum as peers — without changing what is being taught or measured. Common accommodations for students with hearing loss include preferential seating, use of a remote microphone system, written instructions, and captioned media. Accommodations are listed in a student's Individualized Education Program or 504 Plan.

ADA (Americans with Disabilities Act)

A federal civil rights law, passed in 1990 and amended in 2008, that prohibits discrimination based on disability across employment, public services, public accommodations, and telecommunications. In schools, the ADA works alongside Section 504 and IDEA to ensure equal access and reasonable accommodations for students with disabilities. Unlike IDEA, the ADA covers people across the lifespan, not just students.

Related: 504 Plan, IDEA, FAPE, OCR

ALD (Assistive Listening Device)

A broad term for any device that helps a person with hearing loss hear better in specific listening situations — including remote microphone systems, hearing loops, amplified telephones, and TV listening devices. Assistive listening devices may be used with hearing aids or cochlear implants, or on their own. In schools, the term overlaps closely with "hearing assistive technology."

American Sign Language (ASL)

A complete, natural language with its own grammar and vocabulary, expressed through handshapes, facial expressions, and body movement. American Sign Language is not a signed version of English; it is the primary language of many Deaf communities in the United States and Canada. Some students use it as their first or preferred language at school. Like English and French, the name of the language is always capitalized.

ANSI/ASA S12.60 (classroom acoustics standard)

A voluntary national standard, developed by the American National Standards Institute and the Acoustical Society of America, that defines acceptable levels of background noise and reverberation for classrooms. It was created because noisy, echoey rooms make it harder for all students — and especially students with hearing loss — to understand the teacher. Schools and architects use it as a benchmark when designing or renovating learning spaces.

APD / CAPD (Auditory Processing Disorder)

A condition in which the ears detect sound normally but the brain has difficulty processing what it hears — for example, telling similar sounds apart, following spoken directions, or understanding speech in noise. The terms "auditory processing disorder" (APD) and "central auditory processing disorder" (CAPD) refer to the same idea; APD is now the more common label. Evaluation usually requires specialized testing by an audiologist, and management often involves classroom accommodations, listening strategies, and sometimes a remote microphone system.

AT (Assistive Technology)

Any device, item, equipment, or software that helps a person with a disability do a task more easily or independently. In schools, assistive technology is named in the IDEA regulations as a category that must be considered for every student with an Individualized Education Program. Examples for students with hearing loss include remote microphone systems, captioning tools, FM/DM systems, and visual alerting devices.

atypical hearing

Hearing thresholds outside the typical range that are present from birth or identified very early in life. The Educational Audiology Association recommends "atypical hearing" for congenital hearing differences because it acknowledges the difference without implying that something has been lost — the person never experienced typical hearing. The term "hearing loss" is reserved for hearing changes acquired after birth.

Audiogram

A graph that shows the softest sounds a person can hear across a range of pitches, from low to high. Hearing levels are plotted in decibels, with louder sounds farther down the page; the lower the marks, the more hearing loss is present. Audiologists use the audiogram to describe the type and degree of hearing loss and to guide recommendations.

Auditory brainstem response (ABR)

A hearing test that measures how the hearing nerve and lower brain pathways respond to sound, using small sensors placed on the head. Because it does not require the listener to respond, an auditory brainstem response test can be used with newborns, young children, and others who cannot reliably participate in standard hearing tests. It is a core part of newborn hearing screening follow-up.

Auditory neuropathy spectrum disorder (ANSD)

A type of hearing problem in which the inner ear detects sound normally but the signal is not transmitted clearly along the hearing nerve to the brain. Children with auditory neuropathy spectrum disorder often hear sounds inconsistently and have particular difficulty understanding speech, especially in noise. Test results can look unusual — outer hair cell function may be intact while the auditory brainstem response is abnormal.

B

Background noise

Any unwanted sound in a listening environment, including hallway chatter, ventilation hum, classroom shuffling, and street traffic. Background noise competes with the teacher's voice and makes speech harder to understand, particularly for students with hearing loss, younger learners, and English learners. Reducing background noise is one of the simplest ways to improve classroom listening.

Behavior Intervention Plan (BIP)

A written plan, often attached to an Individualized Education Program, that identifies specific behaviors a student needs help with, the reasons those behaviors occur, and the strategies the school will use to teach replacement behaviors and respond to incidents. A Behavior Intervention Plan typically follows a Functional Behavioral Assessment. It is required when behavior interferes with the student's learning or that of others.

Bilateral hearing loss

Hearing loss in both ears. The two ears can have very different types or degrees of loss, so "bilateral" simply means both sides are affected. Most children with bilateral hearing loss benefit from amplification in each ear.

Bilingual-bicultural approach

An educational approach in which American Sign Language is used as the primary language of instruction and English is taught as a second language, usually in written form. The approach also emphasizes participation in both Deaf and hearing cultures. Families who choose it want their child fluent in American Sign Language and connected to the Deaf community.

Bone-anchored hearing system (BAHS)

A device that sends sound to the inner ear by vibrating the bones of the skull, bypassing problems in the outer or middle ear. The external sound processor connects to a small implant or a soft band on the head. Bone-anchored systems are commonly used for conductive or mixed hearing loss and for single-sided deafness.

C

Child find

A requirement under the federal Individuals with Disabilities Education Act that obligates every state and school district to actively identify, locate, and evaluate children who may need special education or early intervention services. Child find covers children from birth through age 21, including those who are home-schooled or in private schools. Families do not have to wait for the school to act — they can request an evaluation at any time.

Clinical audiologist

A licensed audiologist who works in a hospital, private practice, ENT clinic, or similar medical setting. Clinical audiologists diagnose hearing and balance disorders, fit hearing aids and other devices, and provide medical-model care across the lifespan. Their work focuses on the patient in the clinic; coordinating with schools is usually a smaller part of their day.

Cochlear implant (CI)

A surgically implanted device that bypasses damaged parts of the inner ear and stimulates the hearing nerve directly with electrical signals. A cochlear implant has two parts: an internal piece placed during surgery and an external sound processor worn behind the ear. It is generally used when hearing aids do not provide enough access to speech sounds.

Conductive hearing loss (CHL)

Hearing loss caused by a problem in the outer or middle ear that blocks sound from reaching the inner ear normally. Common causes include ear infections, fluid behind the eardrum, earwax, or differences in the structure of the ear. Many conductive hearing losses can be treated medically or surgically; others are addressed with amplification.

Conditioned play audiometry (CPA)

A behavioral hearing-test technique used with young children, typically ages 2 to 5, in which the child is taught to perform a simple play action — like dropping a block in a bucket or putting a peg in a board — every time they hear a sound. Conditioned play audiometry turns the listening task into a game and yields reliable ear- and frequency-specific thresholds that an audiogram can be drawn from. Audiologists choose this technique when a child is too young for standard hand-raising but old enough to follow simple instructions.

Consultative model

A service model in which the educational audiologist (or other specialist) supports a student mainly by working with the team around them — coaching teachers, adjusting the classroom environment, checking equipment, and joining meetings — rather than pulling the student aside for direct instruction. Consultative service is often used when a student is doing well academically but still needs system-level supports. The service is documented in Individualized Education Program minutes just like direct service.

Cued speech

A visual communication system that uses a small set of handshapes near the mouth, combined with mouth movements, to make every sound of a spoken language distinguishable by sight. Cued speech is not a sign language; it is a way to make spoken languages fully visible. Some families use it to support English (or another spoken language) literacy and lipreading.

D

deaf

With a lowercase "d," this term refers to a person who has severe to profound hearing levels and does not necessarily identify as part of the signing Deaf community. It is a descriptor of audiometric hearing levels, not a cultural identity. Some people who are deaf are members of the Deaf community; some are not.

Deaf

With a capital "D," this term refers to a person who identifies as part of the signing Deaf community, regardless of their measured hearing thresholds. The Deaf community considers itself a linguistic and cultural minority with its own history, social norms, and signed languages such as American Sign Language. Capital-D Deaf is an identity, not a hearing level.

deaf and hard of hearing

A collective phrase used to describe the full range of people with hearing differences — across all hearing levels, communication preferences, and cultural identities. The Educational Audiology Association recommends "deaf and hard of hearing" when referring to a group, and "deaf or hard of hearing" when referring to an individual, because many Deaf individuals want to maintain their distinct cultural identity rather than be grouped together.

Deaf and hard of hearing (DHH) eligibility

A special education eligibility category used by schools for students whose hearing differences — whether mild, moderate, severe, profound, unilateral, or fluctuating — adversely affect educational performance. Exact wording and criteria vary by state, but the federal Individuals with Disabilities Education Act recognizes both "deafness" and "hearing impairment" as eligibility categories. Qualifying under this category opens the door to specialized services such as an educational audiologist or a teacher of the deaf and hard of hearing.

deafblind

A term used to describe a person who has both reduced hearing and reduced vision in a combination that affects daily functioning. Deafblindness is recognized as its own eligibility category under federal special education law, separate from hearing and vision impairment categories. Students who are deafblind often need specialized services and supports designed for their combined sensory needs.

deafened / late-deafened

Terms describing a person whose hearing differences were acquired after birth — sometimes in childhood, sometimes later in life. People who become deafened have lived experience with typical hearing that shapes how they communicate, identify, and adjust. Their needs and preferences often differ from those of people born with atypical hearing.

Decibel (dB HL, dB SPL, dB SL)

The unit used to measure the loudness of sound. Audiograms most often plot hearing in "decibel hearing level" (dB HL), a scale calibrated so that 0 dB HL represents the softest sound a person with typical hearing can just barely detect. "Decibel sound pressure level" (dB SPL) is the physical measure used in research and hearing-aid verification. "Decibel sensation level" (dB SL) is the difference between a sound's loudness and the listener's threshold for that sound.

Degree of hearing loss

A way of describing how much hearing loss a person has, usually grouped as slight, mild, moderate, moderately severe, severe, or profound. The categories are based on the softest sounds someone can hear (their thresholds), averaged across the pitches most important for speech. Degree is only one piece of the picture — the configuration, stability, and impact on communication all matter too.

Distortion product otoacoustic emissions (DPOAE)

A specific kind of otoacoustic emissions test that uses two precisely controlled tones to coax a measurable response from healthy outer hair cells in the inner ear. Distortion product otoacoustic emissions are the most common type of OAE used in newborn hearing screening, school-age screening, and monitoring of hearing during certain medical treatments. A pass usually indicates that outer hair cells are functioning, though it does not rule out every kind of hearing problem.

DM system (digital modulation)

A type of remote microphone system that sends sound from a talker's microphone to a student's hearing device using digital radio signals. Digital modulation systems are the modern successor to older FM systems and generally offer clearer sound and better interference handling. Schools sometimes use "DM," "FM," and "remote microphone" interchangeably, but the underlying technology is digital.

Dual diagnosis

A term used when a student has hearing loss along with another disability or significant condition — for example, hearing loss and autism, or hearing loss and a developmental delay. Students with a dual diagnosis often need a coordinated team because supports for one condition can affect supports for the other. The educational audiologist works alongside other specialists to make sure hearing access is not overlooked.

Due process

A formal legal procedure that families and schools can use to resolve disagreements about a student's special education services. A due process complaint can lead to a hearing in front of an impartial officer who decides the issue. It is usually a last step after less formal options have been tried.

E

Early Hearing Detection and Intervention (EHDI)

The national framework, supported by federal law and the Centers for Disease Control and Prevention, that aims to identify hearing differences in newborns, confirm the diagnosis early, and connect families with early intervention services. The widely cited "1-3-6" benchmark of EHDI is: screening by 1 month of age, diagnosis by 3 months, and intervention by 6 months. EHDI is how most children with atypical hearing first enter the system.

Early Intervention (EI)

The common everyday name for the services provided to infants and toddlers (birth to age 3) under IDEA Part C. Early intervention is family-centered, delivered through an Individualized Family Service Plan, and aims to support development during the years when learning happens fastest. Services for children with atypical hearing often include audiology, speech-language therapy, and family coaching on communication and listening.

Related: IDEA Part C, IFSP, EHDI, Child find

Educational audiologist

An audiologist who specializes in hearing and listening within school settings. Educational audiologists support students who are deaf or hard of hearing, manage hearing technology used in classrooms, consult with teachers and families, evaluate classroom acoustics, and contribute to Individualized Education Program and 504 Plan teams. Their goal is making the school day fully accessible from a listening and communication standpoint.

ELL / EL (English Learner)

A student whose first language is not English and who is learning English at school. "English Learner" (EL) is the more current federal term; "ELL" (English Language Learner) was used earlier. Students who are deaf or hard of hearing may also be English Learners — for example, when American Sign Language or another spoken language is the home language. The IEP team must consider both hearing and language needs in planning services.

ESSA (Every Student Succeeds Act)

A federal education law, signed in 2015, that governs how K–12 public schools are held accountable for student achievement. The Every Student Succeeds Act replaced No Child Left Behind and gives states more flexibility in setting standards, testing, and school improvement plans. It is separate from special education law but shapes the general-education environment that students with hearing loss participate in.

Related: IDEA, FAPE

ESY (Extended School Year)

Special education services provided beyond the typical school calendar — most often during summer — for students who would otherwise lose critical skills during long breaks. Extended School Year is not summer school; it is individually decided for each student based on regression and recoupment of skills. Eligibility is determined by the Individualized Education Program team.

Related: IEP, FAPE, Related services

F

FAPE (Free Appropriate Public Education)

The right, guaranteed by the federal Individuals with Disabilities Education Act, of every eligible student with a disability to receive special education and related services at no cost to their family. "Appropriate" means the program must be designed to meet the individual student's needs, not just provide generic help. FAPE is the standard against which Individualized Education Programs are measured.

Related: IDEA, IEP, LRE, Related services

FERPA (Family Educational Rights and Privacy Act)

A federal law that protects the privacy of student education records and gives parents (and students 18 and older) the right to inspect those records and request corrections. FERPA also limits who else can see those records without permission. School audiology reports, Individualized Education Programs, and hearing screening results are all FERPA-protected.

Related: Parental consent, IEP

Fluctuating hearing loss

Hearing loss that changes over time — sometimes day to day or week to week. It is most commonly seen with middle ear conditions such as recurring ear infections or fluid, but it can also occur with certain inner ear conditions. Fluctuating hearing makes consistent classroom listening difficult and often calls for flexible accommodations and ongoing monitoring.

FM system

A type of remote microphone system in which the talker (often the teacher) wears a microphone that sends sound by FM radio waves to a receiver coupled to the student's hearing device. FM systems improve the signal-to-noise ratio so the teacher's voice stands out above classroom noise. Many schools have moved to digital modulation systems, but "FM" is still widely used as a general label.

Functional Behavioral Assessment (FBA)

A structured process used by schools to understand why a student is engaging in specific behaviors — particularly behaviors that interfere with learning. A Functional Behavioral Assessment collects data from observations, interviews, and records to identify what triggers the behavior, what maintains it, and what positive behaviors could replace it. The findings inform a Behavior Intervention Plan.

Functional Listening Evaluation (FLE)

An assessment that compares a student's speech understanding under different real-classroom conditions — for example, close versus far from the talker, with and without visual cues, in quiet versus in noise. Educational audiologists use the Functional Listening Evaluation to document how a student actually performs in listening environments like their classroom, beyond what a clinical audiogram can show. Results help shape accommodations, equipment recommendations, and IEP goals.

H

hard of hearing

A term describing a person who has some auditory access to spoken communication — for example, someone who can use a voice telephone or follow conversation with hearing aids. In North America the term covers a wide range of hearing levels; in the United Kingdom it is generally considered outdated. Many people with mild to severe hearing levels prefer "hard of hearing" over other descriptors.

Hearing aid (HA)

A small wearable device that amplifies and shapes sound so the wearer can hear it more clearly. Modern hearing aids are programmed by an audiologist to match the wearer's specific hearing loss and can connect to phones, remote microphones, and other accessories. Hearing aids are personal medical devices — they belong to the student, not the school.

Hearing assistive technology (HAT)

An umbrella term for any device or system that helps a person with hearing loss access sound beyond what a hearing aid or cochlear implant alone provides. Hearing assistive technology includes remote microphone systems, soundfield systems, captioning tools, alerting devices, and loop systems. In schools, it most often refers to the equipment that delivers the teacher's voice clearly to the student.

hearing loss

A term commonly used to describe any reduction in hearing thresholds. The Educational Audiology Association distinguishes "hearing loss" — hearing changes acquired after birth, such as from illness, noise exposure, ototoxicity, or aging — from "atypical hearing," which describes hearing differences present from birth. In everyday speech the term is used more broadly, and we follow that convention throughout most of this site while flagging the distinction where it matters.

I

IDEA (Individuals with Disabilities Education Act)

The main federal law that guarantees children with disabilities the right to special education and related services. Originally passed in 1975 and reauthorized several times since, the Individuals with Disabilities Education Act covers eligible children from birth through age 21. The U.S. Department of Education maintains an official site at sites.ed.gov/idea with the full law and regulations.

Related: IDEA Part B, IDEA Part C, FAPE, LRE, IEP, IFSP, OSEP

IDEA Part B (ages 3–21)

The section of the Individuals with Disabilities Education Act that governs special education for school-age children, generally from age 3 through 21. Part B is the part most people think of when they hear "special education" — it covers Individualized Education Programs, eligibility, and the protections that come with them. Services are delivered through the local public school district.

Related: IDEA, IDEA Part C, IEP, FAPE

IDEA Part C (birth to 3)

The section of the Individuals with Disabilities Education Act that covers early intervention services for infants and toddlers, from birth up to the third birthday. Part C services are coordinated through a state-designated lead agency and are documented in an Individualized Family Service Plan. Children identified with atypical hearing through newborn hearing screening often enter Part C early.

IEE (Independent Educational Evaluation)

An evaluation of a student conducted by a qualified examiner who is not employed by the school district. Under federal special education law, parents have the right to request an Independent Educational Evaluation at public expense when they disagree with the district's evaluation. The school must either provide the IEE or initiate a due process hearing to defend its own evaluation.

IEP (Individualized Education Program)

A written plan, required by the federal Individuals with Disabilities Education Act, that describes the special education and related services a student with a disability will receive at school. The Individualized Education Program is built by a team that includes the student's parents and is reviewed at least once a year. It includes goals, services, accommodations, and how progress will be measured.

Related: IFSP, 504 Plan, PLAAFP, Accommodations, IEP minutes

IEP minutes

The amount of service time written into a student's Individualized Education Program — for example, "60 minutes per month of educational audiology consultation." Minutes can describe direct service, consultative service, or both, and the school is responsible for making sure they are delivered. Tracking and documenting minutes is part of every provider's job.

IFSP (Individualized Family Service Plan)

A written plan, similar in spirit to an Individualized Education Program but focused on the whole family, for infants and toddlers receiving early intervention under IDEA Part C. The Individualized Family Service Plan lists the child's strengths and needs, family priorities, services to be provided, and how progress will be measured. It is reviewed regularly and updated as the child develops.

Inclusion

An approach to schooling in which students with disabilities learn alongside their peers without disabilities in general education classrooms as much as appropriate, with the supports they need to succeed. Inclusion is a philosophy and a practice — not a single placement — and it goes hand in hand with the federal requirement to educate students in the Least Restrictive Environment.

Itinerant model

A service delivery model in which a specialist — often an educational audiologist or teacher of the deaf and hard of hearing — travels between multiple schools to serve students wherever they are enrolled. Itinerant providers may see students individually, work with their teachers, or both. The model is common in rural districts and for low-incidence specialties like deaf education.

J

JCIH (Joint Committee on Infant Hearing)

A multi-organization committee that issues position statements and practice guidelines on identifying and managing hearing differences in infants and young children. The Joint Committee on Infant Hearing includes representatives from audiology, pediatrics, otolaryngology, and early intervention. Its position statements are widely cited in newborn hearing screening protocols and state EHDI programs.

L

LEA (Local Education Agency)

The federal term for a local school district or other public agency that operates schools — the entity legally responsible for delivering special education and related services under IDEA. Most IEP paperwork includes an "LEA representative," a school official authorized to commit district resources and supervise specialized instruction. Charter schools, intermediate units, and educational cooperatives are also LEAs when they operate schools.

Listening and spoken language (LSL)

An educational and therapeutic approach for children who are deaf or hard of hearing that focuses on developing listening skills and spoken language through the consistent use of hearing technology. Listening and spoken language practitioners coach families to embed listening-rich routines into daily life. Early identification, early amplification, and consistent device use are central to the approach.

LRE (Least Restrictive Environment)

A requirement under the federal Individuals with Disabilities Education Act that students with disabilities be educated with peers without disabilities to the greatest extent appropriate for them. The Least Restrictive Environment is decided individually — it is not a single classroom or program. Removal from the general education setting should happen only when supports there are not enough.

Related: FAPE, IDEA, Inclusion, IEP

M

Masking

A technique audiologists use during hearing tests to keep the non-test ear from "helping" the test ear hear a sound. The audiologist plays a controlled noise into the non-test ear so only the ear being tested can respond. Masking is essential for getting accurate ear-specific results, especially when the two ears have different hearing levels.

Mediation

A voluntary, confidential process in which a trained, impartial mediator helps families and schools work through a special education disagreement and try to reach an agreement. Mediation is faster and less adversarial than due process and is offered at no cost to the family. Either side can request it, and either side can decline.

Medicaid in schools (school-based Medicaid)

A federal-state program that lets schools bill Medicaid for certain health-related services — including audiology, speech-language therapy, and other related services — provided to eligible students. School-based Medicaid is an important funding source that helps districts sustain services. Billing requires parental consent and careful documentation.

Minimal/mild hearing loss (MMHL)

A category for hearing losses that are slight in degree — historically sometimes overlooked because the child "seems to hear fine." Research has shown that even minimal or mild hearing loss can affect listening effort, classroom participation, and academic progress. Children in this group still benefit from monitoring, accommodations, and sometimes amplification.

Mixed hearing loss (MHL)

Hearing loss that has both a conductive component (from the outer or middle ear) and a sensorineural component (from the inner ear or hearing nerve) in the same ear. Treatment may combine medical management of the conductive part with amplification for the rest. Mixed losses can change over time as the conductive piece improves or worsens.

Modifications

Changes to what a student is expected to learn or demonstrate, not just how they show it. For example, reducing the number of vocabulary words a student is required to master is a modification; allowing extra time to learn the full list is an accommodation. Because modifications change the curriculum itself, they are used carefully and are documented in the Individualized Education Program.

Related: Accommodations, IEP, FAPE

Multidisciplinary team (MDT)

A team of professionals from different fields who work together to evaluate a student and plan supports. A multidisciplinary team for a student with hearing loss might include the educational audiologist, a teacher of the deaf and hard of hearing, a speech-language pathologist, the classroom teacher, a school psychologist, and the family. Federal special education law requires that evaluations be done by a team rather than a single person.

Multiple disabilities (MD)

A special education eligibility category for students who have two or more disabilities occurring together — for example, an intellectual disability combined with hearing or vision differences — whose combined needs cannot be addressed by services for any single category alone. The federal definition of "multiple disabilities" excludes deafblindness, which has its own category. Students in this category often need a highly individualized program.

Related: Dual diagnosis, deafblind, IDEA, IEP

Multi-tiered system of supports (MTSS)

A schoolwide framework that organizes academic and behavioral supports into tiers of increasing intensity — universal supports for all students, targeted help for some, and intensive support for a few. Multi-tiered system of supports is broader than Response to Intervention and explicitly includes behavior and social-emotional needs. Students who do not respond to lower-tier supports may be referred for a special education evaluation.

O

Occupational therapist (OT)

A licensed professional who helps students develop or recover the skills needed for the "occupations" of daily life — at school, that means fine motor skills, handwriting, self-care, sensory processing, and using tools in the classroom. In schools, occupational therapy is a related service provided when needed to help a student access their education. Occupational therapists often collaborate with educational audiologists when a student has both hearing and sensory needs.

OCR (Office for Civil Rights)

The federal office, within the U.S. Department of Education, that enforces civil rights laws prohibiting discrimination in programs receiving federal funding — including Section 504 and the Americans with Disabilities Act as they apply to schools. Families who believe a school has discriminated based on disability can file an OCR complaint. OCR investigates and may require corrective action.

Related: 504 Plan, ADA, Due process

OSEP (Office of Special Education Programs)

The office within the U.S. Department of Education that oversees implementation of the Individuals with Disabilities Education Act and administers federal special education funding to states. OSEP issues policy guidance, monitors state compliance, and publishes data on special education outcomes. State education agencies report to OSEP.

Other health impairment (OHI)

A special education eligibility category under the federal Individuals with Disabilities Education Act for students whose limited strength, vitality, or alertness — due to chronic or acute health problems — adversely affects educational performance. Conditions such as ADHD, asthma, epilepsy, and certain medical syndromes are commonly served under this category. Some students with hearing loss combined with a health condition are served under Other Health Impairment in addition to (or instead of) the deaf and hard of hearing category.

Otoacoustic emissions (OAE)

Very soft sounds produced by healthy outer hair cells in the inner ear in response to a stimulus. Audiologists measure otoacoustic emissions with a tiny probe in the ear canal; if they are present, it strongly suggests that the outer hair cells are working. Otoacoustic emissions are widely used in newborn hearing screening and in monitoring hearing during certain medical treatments.

Otoscopy

A physical examination of the ear canal and eardrum using a hand-held instrument with a light, called an otoscope. Audiologists use otoscopy at the start of an appointment to check for wax, infection, or anything that might affect testing. It is quick and painless and is also routinely done by physicians.

P

Paraprofessional / paraeducator (often "para")

A school staff member who works under the direction of a teacher or specialist to support students — sometimes one student, sometimes a small group, sometimes a whole classroom. Paraprofessionals working with students who are deaf or hard of hearing may help with note-taking, equipment checks, communication support, or behavior. Their training and role vary widely by district and state.

Written permission from a parent or legal guardian before a school can take certain actions in special education — such as evaluating a student for the first time, providing initial services, or billing Medicaid. Federal special education law spells out exactly when parental consent is required. Parents have the right to refuse or withdraw consent.

Physical therapist (PT)

A licensed professional who helps students improve gross motor skills, mobility, posture, and access to their physical environment at school. In schools, physical therapy is a related service provided when needed for a student to benefit from their education — for example, navigating hallways or participating in physical education. Physical therapists may collaborate with audiologists for students who have balance or vestibular concerns.

PLAAFP (Present Levels of Academic Achievement and Functional Performance)

The section of an Individualized Education Program that describes, in concrete terms, what a student can currently do — academically, socially, and functionally — and how the disability affects their progress in the general curriculum. The Present Levels statement is the foundation for the goals, services, and accommodations that follow. A strong Present Levels statement quotes data and concrete observations rather than general impressions.

Related: IEP, Accommodations, FAPE

Prior written notice (PWN)

A written document a school must give parents before it proposes — or refuses — to start, change, or stop a special education evaluation, identification, placement, or service. Prior written notice has to explain what the school is proposing, why, what other options were considered, and what data was used. It is one of the key procedural protections in federal special education law.

Related: Parental consent, Due process, Mediation

Pull-out (service model)

A service model in which a student leaves the general education classroom for a period of time to work individually or in a small group with a specialist, such as an educational audiologist or speech-language pathologist. Pull-out service is useful for skills that need focused, distraction-free attention. The tradeoff is the time missed in the general classroom.

Pure-tone average (PTA)

A single number that summarizes a person's hearing in each ear, calculated by averaging the thresholds at the pitches most important for understanding speech (typically 500, 1000, and 2000 Hz). The pure-tone average is a quick way to describe overall hearing levels, but it does not capture everything — two ears with the same pure-tone average can sound very different to the listener.

Push-in (service model)

A service model in which the specialist comes into the general education classroom to deliver service alongside the regular activity, rather than taking the student elsewhere. Push-in service is often used to keep students with their peers and to help generalize skills in real classroom settings. It also gives the specialist a chance to coach the classroom teacher.

R

Real-Ear Measurement (REM)

A method of measuring how loud sound actually is inside a person's ear canal when wearing a hearing aid, using a tiny probe microphone placed near the eardrum. Real-Ear Measurement is the standard of care for verifying that a hearing aid is matching prescribed targets for an individual's hearing levels and ear acoustics. Educational audiologists may use Real-Ear Measurement when confirming that a student's hearing aids are programmed appropriately for school listening demands.

Support services that help a student with a disability benefit from special education. Under the federal Individuals with Disabilities Education Act, related services include audiology, speech-language pathology, occupational therapy, physical therapy, counseling, transportation, and others. They are listed and quantified in the student's Individualized Education Program.

A professional who delivers one of the related services listed in a student's Individualized Education Program — for example, an educational audiologist, speech-language pathologist, occupational therapist, physical therapist, or school counselor. Related services providers are full members of the Individualized Education Program team and contribute to evaluations, goals, and progress monitoring. Their service minutes are documented just like other special education services.

Remote microphone (RM) system

A device that places a microphone close to the talker — usually a teacher — and sends that sound wirelessly to a receiver on the student's hearing device. By cutting out distance and most of the room noise, a remote microphone system gives the student a much clearer signal than a hearing aid or cochlear implant alone can provide. Remote microphone systems can use FM, digital modulation, or other wireless technologies.

Response to intervention (RTI)

A schoolwide framework for catching academic difficulties early by providing increasingly targeted instruction and monitoring how students respond. Students who do not progress with general classroom instruction get more intensive help in small groups or one-on-one, and those still not progressing may be referred for a special education evaluation. Response to intervention is often part of a broader multi-tiered system of supports.

Reverberation time (RT60)

A measurement of how long it takes a sound in a room to fade away — specifically, how long for the sound level to drop by 60 decibels after the source stops. Long reverberation times make speech smear together and become harder to understand, particularly for students with hearing loss. Classroom acoustics standards set target reverberation times to keep rooms intelligible.

S

School nurse

A registered nurse employed by a school or district who manages student health needs during the school day. School nurses often coordinate hearing and vision screenings, manage medications, respond to illness and injury, and communicate with families about health concerns. For students with hearing loss, the school nurse is often a key partner in monitoring ear health and equipment.

School psychologist

A specialist trained in mental health, learning, and behavior who works with students, teachers, and families to support success at school. School psychologists conduct evaluations for special education eligibility, provide counseling, help develop behavior plans, and support crisis response. They are core members of the multidisciplinary team.

SEA (State Education Agency)

The state-level department or agency responsible for K–12 public education — typically called the state department of education. Under federal special education law, the State Education Agency oversees how local school districts implement IDEA and is the entity responsible for ensuring compliance across the state. State Education Agencies are also where families can file state-level complaints about special education services.

Related: LEA (Local Education Agency), IDEA, OSEP

Sensorineural hearing loss (SNHL)

Hearing loss caused by damage to the inner ear (specifically the hair cells in the cochlea) or to the hearing nerve. Most sensorineural hearing losses are permanent and are addressed with hearing aids, cochlear implants, or other technology rather than medication or surgery. Causes include genetics, certain illnesses, noise exposure, and aging.

Service log

A running record kept by a related services provider of when, where, and how a student's services were delivered. Service logs are used for accountability, for documenting that Individualized Education Program minutes were provided, and often for school-based Medicaid billing. They are also useful records when families or new team members ask what has been happening.

Signal-to-noise ratio (SNR)

The difference, in decibels, between the loudness of the sound you want to hear (the "signal," usually the teacher's voice) and the background noise around it. A higher signal-to-noise ratio means the teacher stands out more clearly; a lower one means the message gets buried. Children, especially those with hearing loss, need a higher signal-to-noise ratio than adults to understand speech.

Single-Sided Deafness (SSD)

A severe to profound hearing level in one ear with typical hearing in the other ear. Single-Sided Deafness is sometimes used as a more specific term than "unilateral hearing loss," because unilateral hearing loss covers any degree of loss in one ear. Students with Single-Sided Deafness face particular challenges with locating sounds, listening in noise, and hearing from their affected side; classroom accommodations and bone-anchored or CROS systems are sometimes used.

Soundfield system

A classroom amplification system in which the teacher's voice is picked up by a microphone and played back through speakers placed around the room. The goal is a more even, consistent teacher voice across every seat in the classroom — not louder volume. Soundfield systems benefit all students but are not a substitute for a personal remote microphone system for a student with significant hearing loss.

Special education director (SPED director)

The administrator who oversees special education services for a school district or region. The special education director is responsible for compliance with federal and state law, staffing, budgets, and dispute resolution. Families and providers often interact with this person on policy questions, staffing changes, or appeals.

Special education teacher (SPED teacher)

A licensed teacher trained to design and deliver specialized instruction for students with disabilities. Special education teachers write and implement Individualized Education Program goals, adapt curriculum, and coordinate with related services providers and general education teachers. They are a primary case manager for many students.

Speech-language pathologist (SLP)

A licensed professional who evaluates and treats communication disorders — including speech sound production, language understanding and use, voice, fluency, and social communication. In schools, speech-language pathologists serve many students with hearing loss and work closely with educational audiologists. The American Speech-Language-Hearing Association is the national professional body.

Speech or language impairment (SLI)

A special education eligibility category under the federal Individuals with Disabilities Education Act for a communication disorder — such as a language impairment, articulation impairment, or fluency problem — that adversely affects educational performance. Some students with hearing loss also qualify under this category, particularly when language development is significantly impacted. Eligibility is determined by the team based on evaluation results and educational impact.

Speech recognition threshold (SRT)

The softest level at which a person can correctly repeat back simple, familiar two-syllable words about half the time. The speech recognition threshold is typically close to the pure-tone average and is used to cross-check the audiogram. It is one piece of information about how a person handles speech, not a complete picture.

Summary of Performance (SOP)

A document a school must provide to a student with an Individualized Education Program when they exit special education at high-school graduation or because they have reached the age limit. The Summary of Performance describes the student's academic achievement and functional performance and includes recommendations for how to support the student in post-school environments — college, work, or independent living. It is a useful bridge document for transition planning.

Related: Transition planning, IEP, PLAAFP

T

Teacher of the deaf (TOD) / Teacher of the deaf and hard of hearing (TODHH)

A licensed teacher with specialized training to work with students who are deaf or hard of hearing. Teachers of the deaf and hard of hearing provide direct instruction, support language and literacy development, consult with general education teachers, and often help manage hearing technology. They may work in a self-contained classroom, in itinerant roles, or both.

Telecoil / T-coil

A tiny coil inside many hearing aids and cochlear implant processors that picks up magnetic signals instead of (or in addition to) sound through the microphone. With a telecoil, a wearer can hear directly from a hearing loop installed in a room, certain phones, and other compatible audio sources. Activating the telecoil cuts out background noise because the device is no longer using its microphone.

Third-party billing

The practice of a school billing an outside payer — most commonly Medicaid, but sometimes private insurance — for related services delivered to a student. Third-party billing helps schools recover some of the cost of providing services. Billing requires the family's informed consent and careful tracking of services delivered.

Threshold

The softest sound a person can hear at a specific pitch about half the time. Thresholds are plotted on the audiogram and are the building blocks for every other audiometric measure. Lower numbers (in decibels) mean better hearing.

Total communication

An educational philosophy that uses whatever combination of communication tools best supports the student — spoken language, sign, gesture, fingerspelling, lipreading, written language, and visual aids — rather than committing to one method. Total communication programs vary widely in practice. Families and teams choose it when flexibility across modes is the priority.

Transient evoked otoacoustic emissions (TEOAE)

A type of otoacoustic emissions test that uses brief click sounds to elicit responses from outer hair cells across a range of frequencies. Transient evoked otoacoustic emissions are commonly used in newborn hearing screening because they are quick, painless, and noise-tolerant. Like other OAE tests, a pass result suggests outer hair cells are functioning but does not confirm normal hearing through the full auditory pathway.

Transition planning

The structured process of preparing a student with an Individualized Education Program for life after high school — including further education, employment, and independent living. Federal special education law requires that transition planning begin by age 16 (earlier in many states), and the plan must be based on the student's own strengths, preferences, and interests. For students with hearing loss, transition planning often addresses self-advocacy, technology management, and disability disclosure.

Related: IEP, IFSP, FAPE, Summary of Performance (SOP)

Tympanogram

A quick, painless test that measures how the eardrum and middle ear respond to changes in air pressure. The result helps audiologists tell whether there is fluid behind the eardrum, a hole in the eardrum, problems with the tiny middle ear bones, or pressure changes that could affect hearing. It is often done alongside a hearing test, particularly when conductive issues are suspected.

typical hearing

Hearing thresholds within the normal range — usually -10 to 15 dB HL for children and -10 to 25 dB HL for adults — recorded on an audiogram. The Educational Audiology Association recommends "typical hearing" over "normal hearing" because it describes a range without implying that anything outside the range is abnormal or undesirable.

U

Unilateral hearing loss (UHL)

Hearing loss in one ear, with typical hearing in the other. Even though "the good ear is fine," unilateral hearing loss makes it harder to tell where sounds are coming from and to understand speech in noisy classrooms. Students with unilateral hearing loss often benefit from preferential seating, remote microphone systems, and monitoring.

V

Visual reinforcement audiometry (VRA)

A behavioral hearing-test technique used with infants and toddlers, typically ages 6 months to about 2 years. When the child turns toward a sound, an interesting visual reinforcer — a lighted toy or animated character — appears to reward the response. Visual reinforcement audiometry can yield ear- and frequency-specific thresholds in children too young for hand-raising or play-based testing.

W

Word recognition score (WRS)

The percentage of single words a person repeats back correctly when the words are presented at a comfortable listening level. Word recognition scores describe how clearly a person hears speech once it is loud enough, not just how soft a sound they can detect. The score is one piece of the picture when deciding on amplification and listening supports.

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Maintained by the Educational Audiology Association. Last reviewed 2026-05-12.

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