29/06/2025
What is access fatigue?
Access fatigue happens when deaf children become exhausted — mentally, physically, or emotionally — from trying to understand what’s going on around them when they don’t have the right communication access.
It builds slowly and can affect participation, learning, behaviour, and wellbeing.
This is not about general tiredness. It is a specific type of fatigue that comes from having to work harder than others just to access communication, instructions, and interaction.
When does access fatigue occur?
Access fatigue usually happens when communication support is:
⭐️ Not there (e.g. no interpreter, no captions, no FM system)
⭐️ Inconsistent (e.g. some lessons are accessible, others are not)
⭐️ Poorly matched to the child’s needs (e.g. speech-only environments for a child who needs Auslan or visual input)
It often occurs in situations like:
⭐️ Fast-paced group discussions without visual cues or support
⭐️ Classrooms where captions are off, interpreters are missing, or devices don’t work
⭐️ Social settings where everyone speaks quickly or over one another
⭐️ Instructions being given while the child is looking away or focused elsewhere
⭐️ Whole days without a single peer or adult who can communicate fluently with the child
This is especially common when access depends on the child constantly adapting — lipreading, catching up later, guessing, or relying on others to fill in the gaps.
What does access fatigue look like?
It can be easy to miss. It’s often misinterpreted as inattention, disinterest, or refusal.
In reality, it may look like:
In the classroom:
⭐️ Zoning out mid-lesson
⭐️ Not following multi-step instructions
⭐️ Avoiding participation or giving short responses
⭐️ Seeming “tired” early in the day
⭐️ Watching others for cues rather than asking questions
⭐️ Frequently needing redirection or support
At home:
⭐️ Coming home exhausted or shutting down
⭐️ Refusing to talk about school
⭐️ Getting frustrated easily or needing time alone
⭐️ Asking not to go back to school
⭐️ Falling asleep early or sleeping longer than usual
Socially:
⭐️ Avoiding groups or fast-paced conversations
⭐️ Preferring quiet, structured activities
⭐️ Playing alone at break times
⭐️ Sticking closely to familiar people who communicate accessibly
What happens if it isn’t addressed?
Access fatigue that continues over time can lead to:
⭐️ Reduced learning and falling behind academically
⭐️ Language delays (if access to language is inconsistent)
⭐️ School avoidance or refusal
⭐️ Emotional regulation difficulties
⭐️ Social withdrawal or isolation
⭐️ Misdiagnosis (e.g. ADHD, autism, or oppositional behaviours)
⭐️ Lower self-esteem or a belief that they “don’t belong” at school
Children who experience long-term access fatigue may stop trying to participate — not because they don’t want to learn, but because the process is too draining.
What can reduce access fatigue?
These are not special measures — they are basic, reasonable adjustments.
1. Provide consistent, reliable access:
⭐️ Use qualified Auslan interpreters
⭐️ Turn on captions for all videos and spoken media
⭐️ Use FM systems and check they are working each day
⭐️ Ensure communication supports are in place all day, not just in some subjects
2. Back up all information visually:
⭐️ Use written key points, visual instructions, or symbols
⭐️ Provide a visual schedule of the day or lesson
⭐️ Share lesson content or homework instructions ahead of time
⭐️ Don’t rely on verbal instructions alone
3. Reduce processing load:
⭐️ Slow down conversations or give breaks between tasks
⭐️ Don’t talk while writing on the board or walking away
⭐️ Give time for the child to catch up before changing topics
4. Build in planned breaks and quiet spaces:
⭐️ Create predictable points during the day for downtime
⭐️ Provide a quiet area where the child can regulate without missing key information
⭐️ Recognise when they’ve had enough — and allow rest without penalty
5. Respect and support preferred communication modes:
⭐️ Let children sign, speak, write, type, or gesture as needed
⭐️ Don’t push one method over another
⭐️ Avoid switching access strategies from day to day without discussion
How to talk about it with the team
You can raise access fatigue with schools or professionals by saying things like:
“We’re noticing signs that [child’s name] is becoming overwhelmed from the effort it takes to access everything during the day.”
“We’d like to make sure the environment is set up to reduce fatigue — not just provide access on paper, but make it sustainable.”
“Can we look at where access might be inconsistent or delayed, and adjust that so [child’s name] isn’t carrying the full load?”
This opens up space for practical solutions — without blame or defensiveness.
Final note
If a child is constantly tired, disengaged, or withdrawing — it’s not a discipline issue. It’s often an access issue.
Deaf and HOH children can thrive when access is consistent, predictable, and matched to how they communicate best.
Access fatigue is a signal. It tells us the child is doing too much of the work. When we respond early, we prevent harm — and support long-term learning and wellbeing.
