 Now, we will be discussing about students with hearing impairment. So, students with hearing impairment can be classified or a table is shown for hearing impairment which can be classified into five subgroups, subgroups like mild, moderate, moderately severe, severe and profound. So, under the category of mild, students with hearing impairment finds difficult to identify soft sound such as whispering. Coming to the moderate, students with hearing impairment are unable to hear clearly what others are saying during conversation. Hearing aids are necessary. Coming to moderately severe, students with hearing impairment finds unable to clearly hear loud noises such as telephone ring. Coming to the severe, students with hearing impairment can only hear very loud noises and sounds such as shouting or vacuum cleaner noise. Coming to profound, student with hearing impairment finds it very difficult or you can say difficult to perceive any sound. Coming to the assessment of students with hearing impairment. So, there are audiological tests which can be classified into formal and informal types. So, what so under formal, there are two types of tests are being done. First one is subjective test and the second one is objective test. Coming to the informal type, there we can see about parents' interview and case history is taken and primary observation of child's response is being taken. So, now coming to the auditory assessment. So, there are some of the steps we can say about our stages we can say. So, first stage is detection. So, at this stage the teacher checks to see if child is able to distinguish between presence and absence of sound in his or her environment. So, the student should detect phonemes, words, phrases or sentences through listening alone is assessed. Coming to next stage that is discrimination. The second stage assesses the student's ability to discriminate between different sounds. Again, the student needs to be assessed at level of phonological awareness, word, phrases and sentences. Coming to the third stage that is identification. This means checking if the student is able to identify the particular sound, phoneme, word, phrase or sentence. Coming to the next stage that is comprehension. This is the highest stage of achievement. Once the child is able to identify the child's ability to understand the meaning of the message heard needs to be assessed. Now, coming to the formal hearing test. So, all the formal tests make use of instruments which can vary from simple to most sophisticated ones. The tests are characterized by presentation of a sound stimulus such as p-o-tones, speech, verbal tones and noise. The tests are basically performed by an audiologist that is tested on subjects with or without hearing loss. The tests give a result which is again interpreted by the tester. The ultimate goal of each test is to establish the auditory hearing threshold which is the minimum stimulus level that elicits a response consistently. The instrument used for basic tests are audiometer, emittance audiometer, instrument for electrophysiological tests such as AVR that is auditory brain brainstem response with software and other accessories and OAE that is again auto-acoustic emissions instruments. These test tests can be used for screening diagnostic purposes and school screening programs. Now, coming to the subjective tests for these tests need participation of the subjects. The participation can be active or passive. In this test, the response is recorded after the presentation of a stimulus. The response can be predefined active one for example raising hand in response to a sound stimulus or it can be changed in behavior of the child for example searching for the sound stimulus which can be noted by the tester. Now, coming to the objective test, these tests need no active participation from the child. The child status state of arousal cognitive level or vocabulary does not affect the results of this test. These tests are time effective and also provide an important tool in the test-battery approach. They also help to cross check the results obtained from subjective tests. The use of these tests give information about functioning of the hearing structures beyond the hearing system. These tests give information about type and degree of hearing loss. Many of these are also used for screening purposes in neonatal stage. Moreover, these tests are very important for difficult to test population. For example, children with intellectual impairment, non-cooperative child. Now, coming to the supporting learning of students with hearing impairment, so there are some specific strategies to first find a combined visual presentation with oral materials. Audio-visual method is very effective teaching method for them. Use of handouts for these children has marvelous effect on them when necessary multi-sensory approach is well applicable. People's attention should be prior factor. Major portion of the lesson should be completed. Presentation of each point should be clear to them. Using transition sentences help them to learn. Short and clear verbalization means a lot to them. Asking questions again and again help them to check comprehension. Explaining and repeating things number of times makes them easy to. Now coming to the classroom management, arranging the seats in front of room preferably on one side so that they obtain a better view of both teacher and the classmate. Keep the auditory and visual distractors to a minimum. Always remember that environmental noises are also a problem for the child with a hearing ache since all noises are amplified for the child. Checking the hearing aids regularly. To optimize the child's opportunities to speech read, the teacher should try to maintain a distance of about six feet between teacher and child. Speaking naturally and follow other principles of speech reading and auditory training. Further on the classroom management, attempt to stand still when talking because excessive movement adds to the difficulty of speech reading. Should be careful not to turn the teachers back to the class and talk while writing on the board. New vocabulary should be introduced both orally and writing. Always try to make every effort to use visual aids in the instructional process. Should give opportunity to the hearing impaired child to participate in various co-curricular activities in the class depending on child's ability and interest. And use of assistive devices or we can say assistive technology is very much important. For example, hearing assistive technology system has a device that can help the hearing impaired to communicate with others. It may also hear them call assistive listening devices. Hats can be used with or without hearing aids or popular implants to make it easier to hear. So, that is all in this video. Thank you.