Purpose The COVID-19 pandemic introduced new educational challenges for students, teachers, and caregivers due to the changed and varied learning environments, use of face masks, and social distancing requirements. These challenges are particularly pronounced for students with hearing loss who often require specific accommodations to allow for equal access to the curriculum. The purpose of this study was to document the potential difficulties that students with hearing loss faced during the pandemic and to generate recommendations to promote learning and engagement based on findings. Method A qualitative survey was designed to document the frequency of various learning situations (i.e., in person, remote virtual, and blended), examine the accessibility of technology and course content, and quantify hearing issues associated with safety measures and technology use in school-age students with hearing loss. Survey questions were informed from key educational issues reported in published articles and guidelines. The survey was completed by 416 educational personnel who work with students with hearing loss. Results Respondents indicated that most of their schools were providing remote or blended (in-person and remote) learning consisting of synchronous and asynchronous learning. Common accommodations for students with hearing loss were only provided some of the time with the exception of sign language interpreters, which were provided for almost all students who required them. According to the respondents, both students and caregivers reported issues or discomfort with the technology required for remote learning. Conclusion To ensure that students with hearing loss are provided equal access to the curriculum, additional accommodations should be considered to address issues arising from pandemic-related changes to school and learning practices including closed captioning, transcripts/notes, recordings of lectures, sign language interpreters, student check-ins, and family-directed resources to assist with technology issues.

中文翻译：

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大流行期间听力损失学生的教育挑战。

目的 由于不断变化的学习环境、口罩的使用以及社交距离的要求，COVID-19 大流行给学生、教师和护理人员带来了新的教育挑战。对于听力损失学生来说，这些挑战尤其明显，他们通常需要特定的便利条件才能平等地学习课程。本研究的目的是记录听力损失学生在大流行期间面临的潜在困难，并根据调查结果提出建议以促进学习和参与。方法 定性调查旨在记录各种学习情况（即面对面、远程虚拟和混合）的频率，检查技术和课程内容的可访问性，量化与听力损失学龄学生的安全措施和技术使用相关的听力问题。调查问题来自已发表文章和指南中报告的关键教育问题。该调查由 416 名与听力损失学生一起工作的教育人员完成。结果 受访者表示，他们的大多数学校都提供远程或混合（面对面和远程）学习，包括同步和异步学习。除了手语翻译外，几乎所有需要手语的学生都提供手语翻译，只在某些时候为听力损失学生提供通用便利设施。据受访者称，学生和看护人都报告了远程学习所需技术的问题或不适。