Children with minimal hearing loss are often not identified, and the educational implications of their hearing disability are unrealized. Because children with special learning problems have been shown to have a higher incidence of hearing loss than typical learners (Flexer, Millin, & Brown, 1990), special educators should be particularly aware of this significant issue. The purpose of this article is to clarify what is meant by minimal hearing loss (MHL), to summarize issues associated with MHL, and to describe instructional modifications for children with MHL.
