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Autism & Hearing Loss: Keeping Hearing Technology On

  • Writer: Elyza Polsky
    Elyza Polsky
  • Mar 22, 2023
  • 2 min read

Students with hearing loss (deaf/hard of hearing) can occasionally be resistant to wearing their hearing technology. Hearing technology can include hearing aids, cochlear implants and bone anchored hearing aids. There are many reasons for this resistance, including a late diagnosis leading to the student being unaccustomed to wearing their devices, or a change in technology from one type to another which can lead to a need to readjust.

Students who are deaf/hard of hearing (DHH) and are autistic (ASD) may exhibit this resistance plus there may be additional reasons which could create barriers to hearing technology compliance.

A picture containing a pink hearing aid. The earmold is bright pink. It is a right hearing aid.
Hearing Aid
A picture containing a black cochlear implant including the sound processor and the telecoil, with the clear hook attached at the top (only the external portion of the device).
Cochlear Implant

A picture containing a bone-anchored hearing aid. Both the external and internal parts of the device are shown.
Bone - Anchored Hearing Aid

Some other reasons for non-compliance could include:

• Sensory input issues (auditory & tactile) – Students may experience sound (or certain frequencies) in a harsher manner. The sound volume of the hearing technology may be uncomfortable or experienced as pain. When hearing aids are turned on, they can produce a whistling sound which stops once it is inserted snuggly into the ear. The sound may be uncomfortable for the student as he/she is inserting the hearing aid. They may also have tactile issues which are triggered when having to put in the earmolds for their hearing aids or cochlear implants.

• Motor planning issues – Students may experience motor planning challenges known as dyspraxia. This can make it difficult to insert hearing aids independently or to change batteries.

• Routines / Expectations – Students may experience discomfort if routines and expectations are not clearly presented in advance. When not incorporated into the daily routine or visual schedule, the use of hearing technology may be stressful.


Each student is different. Taking the time to understand the student’s strengths and needs is key in discovering how to build trust and improve hearing technology use.



Andersen, R. (2022, October 17). Autism and hearing loss: What’s the link? Autism Parenting Magazine. https://www.autismparentingmagazine.com/autism-hearing-loss/

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Harvey, E. E. (2014). Perspectives on deafness with autism: Sensory needs. Loud & Clear!, 2, 1–4. https://www.advancedbionics.com/content/dam/advancedbionics/Documents/Regional/US/libraries/Loud-and-Clear/Loud-&-Clear!-Newsletter/Loud-and-Clear!-Newsletter-Issue-2-Perspectives-on-Deafness-with-Autism.pdf




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