Access is the Issue, Not Hearing Loss: New Policy Clarification Requires Schools to Ensure Effective Communication Access

2015 ◽  
Vol 25 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Karen L. Anderson
Keyword(s):  
Hearing Loss ◽  
Students With Disabilities ◽  
Department Of Education ◽  
Learning Disorder ◽  
Classroom Communication ◽  
Department Of Justice ◽  
Speech Language Pathologist ◽  
Children With Hearing Loss ◽  
Policy Guidance ◽  
The Impact

Communication access is a key component of 504, IDEA and Title II of the Americans with Disabilities Act (ADA). A November 2014 policy guidance from the U.S. Department of Education and U.S. Department of Justice clarified that, under Title II of the ADA, schools are required to ensure that students with disabilities receive communication with others through the provision of appropriate auxiliary aids and services. In other words, they are responsible for ensuring that communication access is as effective for children with hearing loss as it is for their typically hearing peers. Hearing loss is invisible and the impact is often mistaken for a learning disorder rather than performance issues secondary to decreased access to communication. Information in this article is presented to assist the educational audiologist, teacher of the deaf/hard of hearing, or speech-language pathologist in demonstrating the impact of hearing loss on access to classroom communication so that the question “Does this student have effective access to communication in school?” can be answered in an evidence-based manner.

The Impact of Subjective and Objective Hearing Loss on Cognition and Memory in Older Adults

2015 ◽  
Vol 20 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Yvonne Rogalski ◽  
Amy Rominger
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Reading Aloud ◽  
Cognitive Testing ◽  
Professional Collaboration ◽  
Cognitive Screening ◽  
Speech Language Pathologist ◽  
Text Passage ◽  
The Impact ◽  
Audiologic Evaluation

For this exploratory cross-disciplinary study, a speech-language pathologist and an audiologist collaborated to investigate the effects of objective and subjective hearing loss on cognition and memory in 11 older adults without hearing loss (OAs), 6 older adults with unaided hearing loss (HLOAs), and 16 young adults (YAs). All participants received cognitive testing and a complete audiologic evaluation including a subjective questionnaire about perceived hearing difficulty. Memory testing involved listening to or reading aloud a text passage then verbally recalling the information. Key findings revealed that objective hearing loss and subjective hearing loss were correlated and both were associated with a cognitive screening test. Potential clinical implications are discussed and include a need for more cross-professional collaboration in assessing older adults with hearing loss.

The Classroom Acoustical Environment and the Americans With Disabilities Act

2000 ◽  
Vol 31 (4) ◽  
pp. 385-388 ◽  
Author(s):  
Donna L. Sorkin
Keyword(s):  
Hearing Loss ◽  
Americans With Disabilities Act ◽  
Great Difficulty ◽  
Educational Systems ◽  
Hearing Impairments ◽  
Reverberant Environments ◽  
Children With Hearing Loss ◽  
Legal Mechanism ◽  
The Impact ◽  
Auditory Disorders

Audiologists and acoustical engineers have urged that acoustics be considered in the design of classrooms for more than 30 years. Research has demonstrated that children with hearing loss have great difficulty understanding speech in noisy, reverberant environments. However, there has never been a legal mechanism to require local educational systems to address acoustics in the design and construction of schools. An effort by a broad-based coalition of engineers, audiologists, parents, architects, and educators is now underway to develop a standard for acoustics that would then be referenced in the Americans with Disabilities Act (ADA). Although the legal mechanism for this action is to address the needs of children with disabilities as the ADA requires (most notably, children with hearing impairments, but also those with central auditory disorders, attention deficit disorders, and vision impairments), the impact will be more far-reaching. All children—whether or not they have a disability—will benefit from a favorable acoustical environment.

scholarly journals Remote Microphone System Use at Home: Impact on Child-Directed Speech

2019 ◽  
Vol 62 (6) ◽  
pp. 2002-2008 ◽  
Author(s):  
Carlos R. Benítez-Barrera ◽  
Emily C. Thompson ◽  
Gina P. Angley ◽  
Tiffany Woynaroski ◽  
Anne Marie Tharpe
Keyword(s):  
Hearing Loss ◽  
Home Environment ◽  
Primary Caregivers ◽  
Environment Analysis ◽  
Auditory Speech ◽  
Audio Recordings ◽  
System Use ◽  
Children With Hearing Loss ◽  
Language Environment ◽  
The Impact

Purpose The impact of home use of a remote microphone system (RMS) on the caregiver production of, and child access to, child-directed speech (CDS) in families with a young child with hearing loss was investigated. Method We drew upon extant data that were collected via Language ENvironment Analysis (LENA) recorders used with 9 families during 2 consecutive weekends (RMS weekend and no-RMS weekend). Audio recordings of primary caregivers and their children with hearing loss obtained while wearing and not wearing an RMS were manually coded to estimate the amount of CDS produced. The proportion of CDS that was likely accessible to children with hearing loss under both conditions was determined. Results Caregivers produced the same amount of CDS when using and when not using the RMS. However, it was concluded that children with hearing loss, on average, could potentially access 12% more CDS if caregivers used an RMS because of their distance from their children when talking to them. Conclusion Given our understanding of typical child language development, findings from this investigation suggest that children with hearing loss could receive auditory, speech, and language benefits from the use of an RMS in the home environment.

Sustaining an Inclusive Approach to Schooling in a Middle School Location

2005 ◽  
Vol 29 (2) ◽  
pp. 172-181
Author(s):  
Chris Forlin ◽  
Garry Bamford
Keyword(s):  
Middle School ◽  
Students With Disabilities ◽  
Education And Training ◽  
Department Of Education ◽  
Education For All ◽  
Government Schools ◽  
Inclusive Schools ◽  
Inclusive Approach ◽  
The Impact ◽  
And Training

In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.

Exploring the Impact of Spoken Language on Social Inclusion for Children with Hearing Loss in Listening and Spoken Language Early Intervention

2015 ◽  
Vol 115 (2) ◽  
pp. 153-181 ◽  
Author(s):  
Gabriella Constantinescu ◽  
Rebecca L. Phillips ◽  
Aleisha Davis ◽  
Dimity Dornan ◽  
Anthony Hogan
Keyword(s):  
Hearing Loss ◽  
Early Intervention ◽  
Social Inclusion ◽  
Spoken Language ◽  
Children With Hearing Loss ◽  
The Impact

scholarly journals Remote Microphone Technology for Children with Hearing Loss or Auditory Processing Issues

2020 ◽  
Vol 41 (04) ◽  
pp. 277-290
Author(s):  
Erin C. Schafer ◽  
Benjamin Kirby ◽  
Sharon Miller
Keyword(s):  
Hearing Loss ◽  
Auditory Processing ◽  
Multiple Disabilities ◽  
Unilateral Hearing Loss ◽  
The Poor ◽  
Global Pandemic ◽  
Reverberant Environments ◽  
Mild Hearing Loss ◽  
Children With Hearing Loss ◽  
The Impact

AbstractSchool classrooms are noisy and reverberant environments, and the poor acoustics can be a barrier to successful learning in children, particularly those with multiple disabilities, auditory processing issues, and hearing loss. A new set of listening challenges have been imposed by the recent global pandemic and subsequent online learning requirements. The goal of this article is to review the impact of poor acoustics on the performance of children with auditory processing issues, mild hearing loss, and unilateral hearing loss. In addition, we will summarize the evidence in support of remote microphone technology by these populations.

Vestibular Dysfunction and Gross Motor Milestone Acquisition in Children With Hearing Loss: A Systematic Review

2021 ◽  
pp. 019459982098372
Author(s):  
Anisha Singh ◽  
Eileen M. Raynor ◽  
Janet W. Lee ◽  
Sherri L. Smith ◽  
Hannah Heet ◽  
...  
Keyword(s):  
Systematic Review ◽  
Hearing Loss ◽  
Case Series ◽  
Vestibular Function ◽  
Vestibular Dysfunction ◽  
Future Research ◽  
Gross Motor ◽  
Children With Hearing Loss ◽  
The Impact ◽  
Motor Milestone

Objective To describe the impact of vestibular dysfunction on gross motor development in children with hearing loss. Data Sources MEDLINE (PubMed), Embase (Elsevier), Web of Science (Clarivate), and the Cumulative Index of Nursing and Allied Health Literature (EBSCO). Review Methods A systematic review was reported in concordance with the PRISMA guidelines (Preferred Reporting Items for Systematic Reviews and Meta-analyses). Articles on children with hearing loss who underwent at least 1 instrumented measure of vestibular function and had gross motor milestones assessed were included. The Downs and Black checklist was used to assess risk of bias and methodological quality. Results Eleven articles were included in the systematic review. Three articles stratified quantitative results of gross motor milestone acquisition by severity of vestibular impairment. Over half of studies were case series published within the last 5 years. This systematic review showed that children with hearing loss and severe, bilateral vestibular dysfunction demonstrate delayed gross motor milestones. However, it was difficult to draw conclusions on whether milder forms of vestibular dysfunction significantly affect gross motor milestone acquisition in children with hearing loss. The reason is that most studies were of low to moderate quality, used different assessment methods, and contained results that were descriptive in nature. Conclusions This emerging area would benefit from future research, such as higher-quality studies to assess vestibular function and gross motor milestones. This would allow for better characterization of the impacts of vestibular impairment, especially milder forms, in children with hearing loss.

scholarly journals Usability of a Mobile App for Improving Literacy in Children With Hearing Impairment: Focus Group Study

10.2196/16310 ◽  
2020 ◽  
Vol 7 (2) ◽  
pp. e16310 ◽  
Author(s):  
Shelly DeForte ◽  
Emre Sezgin ◽  
Janelle Huefner ◽  
Shana Lucius ◽  
John Luna ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Focus Group ◽  
Spoken Language ◽  
Healthy Children ◽  
Language And Literacy ◽  
Speech And Language ◽  
Focus Group Study ◽  
Digital Stories ◽  
Children With Hearing Loss ◽  
The Impact

Background Children with hearing loss, even those identified early and who use hearing aids or cochlear implants, may face challenges in developing spoken language and literacy. This can lead to academic, behavioral, and social difficulties. There are apps for healthy children to improve their spoken language and literacy and apps that focus on sign language proficiency for children with hearing loss, but these apps are limited for children with hearing loss. Therefore, we have developed an app called Hear Me Read, which uses enhanced digital stories as therapy tools for speech, language, and literacy for children with hearing loss. The platform has therapist and parent/child modes that allow (1) the selection of high-quality, illustrated digital stories by a speech-language pathologist, parent, or child; (2) the modification of digital stories for a multitude of speech and language targets; and (3) the assignment of stories by a therapist to facilitate individualized speech and language goals. In addition, Hear Me Read makes the caregiver a core partner in engagement through functionality, whereby the caregiver can record video and audio of themselves to be played back by the child. Objective This study aimed to evaluate the user experience of the Hear Me Read app through a focus group study with caregivers and their children. Methods We recruited 16 participants (8 children with and without hearing loss and 8 caregivers) to participate in 1-hour focus groups. Caregivers and children interacted with the app and discussed their experiences through a semistructured group interview. We employed thematic analysis methods and analyzed the data. We used feedback from the focus group to improve the elements of the app for a larger clinical trial assessing the impact of the app on outcomes. Results We identified three themes: default needs, specific needs, and family needs. Participants found the app to be esthetically pleasing and easy to use. The findings of this study helped us to identify usability attributes and to amend app functionalities to best fit user needs. Caregivers and children appreciated the enhancements, such as highlighting of parts of speech and caregiver reading of video playback, which were made possible by the digital format. Participants expressed that the app could be used to enhance family reading sessions and family interaction. Conclusions The findings from this focus group study are promising for the use of educational apps designed specifically for those with hearing loss who are pursuing listening and spoken language as a communication outcome. Further investigation is needed with larger sample sizes to understand the clinical impact on relevant language and literacy outcomes in this population.

scholarly journals Evidence-Based Practices and Outcomes for Children with Mild and Unilateral Hearing Loss

2020 ◽  
Vol 51 (1) ◽  
pp. 1-4
Author(s):  
Elizabeth A. Walker
Keyword(s):  
Hearing Loss ◽  
Cognitive Abilities ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Unilateral Hearing Loss ◽  
Full Potential ◽  
Listening Effort ◽  
Outcomes For Children ◽  
Children With Hearing Loss ◽  
The Impact

Purpose This forum provides an overview of current research and clinical practice for children with mild bilateral or unilateral hearing loss. Historically, there has been ambiguity surrounding the need for intervention in this population. Our goal is to explore the literature on outcomes and treatment so that audiologists, speech-language pathologists, teachers, physicians, and families can be confident in the clinical decision-making process when working with these children. To that end, topics include (a) progression of mild hearing loss in children; (b) the impact of mild or unilateral hearing loss on language, listening, and cognitive abilities; (c) research and reviews on intervention approaches; and (d) listening effort and fatigue in unilateral hearing loss. Conclusion Uncertainty about outcomes and treatment approaches for children with mild or unilateral hearing loss leads to inconsistent intervention and increased developmental risk. We hope that this forum will generate productive discussion among researchers and clinicians to ensure that all children with hearing loss reach their full potential.

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