A study of 141 hearing impaired students (ages 8 to 18 years) was conducted to assess how common gender neutral terms (such as "someone,""people,""student," and "child'" are understood by such students. The influence of multiple factors that might relate to hearing impaired children's processing of gender neutral terms was examined by means of a word naming task and a picture identification task. Results showed that in general, the neutral terms enabled students to limit masculine bias that other studies have shown are evoked by such masculine specific generics as "man" and "he." However, a closer examination of the different patterns of associations to singular and plural words and to word presentation formats (name versus picture options) suggests that there may be an important difference between the ability to be sex inclusive and the ability to be self relevant. (Author/DLS)