Self-Advocacy for Teens With Hearing Differences (Small Skills, Big Payoff) | UCSF EARS Skip to content
Guide · Living Well

Self-Advocacy for Teens With Hearing Differences

Small skills, big payoff: scripts, disclosure choices, tech habits, and transition planning that protects your energy and your access.

~10 min Scripts + strategies College/work transition Learn More AI Draft

Meta description: A practical guide for teens: how to ask for what you need in class, with friends, and at activities—without making hearing your whole personality. Includes scripts, “minimum effective advocacy” tips, and transition planning for college/work.

Quick takeaways
  • Self-advocacy is a skill, not a vibe. You can learn it like any other skill.
  • You get to choose how much to disclose, to whom, and when.
  • Start with the smallest ask that makes the biggest difference (minimum effective advocacy).
  • Tech (captions, remote mic, hearing devices) is a tool—use it to protect your energy. 4
  • Transition planning can start by 16 under IDEA, and sometimes earlier depending on your state. 2
  • This is educational info, not legal advice.

What self-advocacy actually means (no pep-talk required)

Self-advocacy = noticing what you need and communicating it in a way that gets results.

It can look like:

  • asking someone to face you
  • requesting captions
  • telling a teacher “I missed that—what’s step one?”
  • using a remote mic system without apology
  • choosing a seat that helps you hear and focus 5

Step 1: Know your “hearing profile” (and your energy profile)

Fill this in once, update as needed:

I hear best when:
I struggle most when: (noise, multiple talkers, distance, fast speech)
My signs I’m getting overloaded: (headache, zoning out, irritation)
Top 3 supports that help:
1)
2)
3)

6

Disclosure: you’re allowed to be strategic

You do not owe everyone your medical history. But you do deserve access.

Three disclosure levels:

  1. No details: “Can you face me when you talk?”
  2. Simple detail: “I have hearing loss—noise makes it harder.”
  3. Specific request: “I need captions / a repeat / the mic.”

Pick the level that fits the person and the moment.

Minimum effective advocacy (tiny asks that matter a lot)

Here are three “high return” asks many teens use:

  1. Face + repeat: “I hear best when I can see your face. Can you repeat that?”
  2. Written backup: “Can you put that instruction in the chat / on the board?”
  3. Caption it: “Can we turn captions on?” 7

If you can do those, you can survive a shocking amount of school.

Scripts you can steal (and make sound like you)

To a teacher

  • “I missed the last part—what are the next two steps?”
  • “Can you repeat the question before answering?”
  • “If you’re turning away, I lose the words. Can you face forward when you talk?”

To a friend

  • “One at a time—my brain doesn’t do the overlapping voices thing.”
  • “Text me the plan if it’s loud in here.”

In a group project

  • “Quick request: can we do turn-taking so I don’t miss stuff?”
  • “Can someone type key decisions in the doc as we talk?”

To a coach

  • “If you tell me drills while facing away, I’ll miss it. Show me once and I’m good.”

Tech habits that protect your brain

Captions are not cheating

Captions are access. (So are interpreters and CART.) Effective communication is a civil rights concept in public settings, including schools. 7

Remote mic systems

If you use one: treat it like any other school tool. Charge it. Use it. Ask for help if it’s not working. 4

Device check routine

If your devices aren’t working well, everything else gets harder. Schools also have responsibilities around ensuring devices worn at school are functioning properly during the day. 8

Transition planning: high school → college/work (what changes)

In high school (IDEA/IEP world)

If you have an IEP, transition planning must be included no later than the first IEP in effect when you turn 16 (and sometimes earlier). 2

Transition services are meant to help you move toward post-school goals (education, employment, independent living, community participation). 3

In college/work (504/ADA world)

IDEA doesn’t apply the same way after high school, but civil rights protections (Section 504/ADA) still matter. A big change is that you typically do more of the requesting and coordinating.

The U.S. Department of Education’s transition guide walks through these differences and planning steps. 1

Checklist: “My self-advocacy kit”

  • My 1–2 sentence explanation (optional)
  • My 3 go-to requests (face me, write it, caption it)
  • My tech routine (charge, connect, troubleshoot plan) 4
  • One adult at school I can go to (case manager/counselor/teacher)
  • A plan for the hardest setting (lunch, PE, assemblies)
  • If I have an IEP: I know my transition goals and what I’m working toward 2

Short script: email to a teacher (teen-written style)

Subject: Quick access request for class

Hi [Teacher Name],
I have hearing loss, and I do best when I can see faces and have written backup for directions. Could you please (1) repeat questions/comments before answering, and (2) post key instructions on the board or in the class site?

Thanks,
[Your name]

FAQ

1) What if I feel awkward asking?
That’s normal. Awkward is temporary; missing half the class is exhausting. Start with one small ask.
2) What if people think I’m “being extra”?
Access is not extra. You’re removing a barrier so you can do the same job as everyone else.
3) Do I have to use hearing tech at school?
You should have access to tools that help, but your feelings matter too. If you hate something, troubleshoot why and look for alternatives with your team. 5
4) Can I be successful without telling everyone?
Yes. You can use “no-details” scripts and still get what you need.
5) When should I be involved in my IEP/504 meetings?
Earlier than you think. Student involvement supports self-advocacy, and transition planning becomes required by 16 (often earlier by state). 2
6) What if I’m burning out?
Fatigue is real. Ask for supports that reduce listening load and protect your recovery time. 6

When to get help

  • If anxiety, depression, isolation, or bullying shows up → tell a trusted adult and seek support
  • If hearing changes or devices aren’t helping → audiology/ENT
  • If you’re preparing for college/work and need planning help → your IEP/transition team, school counselor, Parent Center resources, and disability services offices (postsecondary)

Ready to put this into practice?

Pick one small “minimum effective” ask this week, and bring a simple script with you. The goal isn’t perfection—it’s access with less effort.

IEP & 504 checklist For Families hub

Related pages

References

  1. U.S. Department of Education (OSERS) — A Transition Guide to Postsecondary Education and Employment (Aug 2020) (PDF).
  2. IDEA regs — Transition services requirement in the IEP (Sec. 300.320(b)).
  3. 34 CFR § 300.43 — Transition services (overview).
  4. American Academy of Audiology — Remote Microphone guideline (birth–21).
  5. Remote Microphone Technology for Children with Hearing Loss or Auditory Processing Issues (open-access review).
  6. Frontiers in Pediatrics — Exploring listening-related fatigue in children (PDF).
  7. ADA.gov — ADA Requirements: Effective Communication.
  8. 34 CFR § 300.113 — Routine checking of hearing aids and external components.
  9. National Deaf Center — Resources for students and families (transition + success strategies).