Deaf children's experiences of hearing in everyday life: a systematic review.
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| Title: | Deaf children's experiences of hearing in everyday life: a systematic review. |
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| Authors: | Nightingale, Ruth1, Hollyer, Alys1, Mahon, Merle1 |
| Source: | Journal of Deaf Studies & Deaf Education. Oct2025, Vol. 30 Issue 4, p446-456. 11p. |
| Subject Terms: | *Deafness in children, *Fatigue (Physiology), *Confidence, *Psychological adaptation, *Leisure, *Academic achievement, *Hearing, *Speech perception, *Interpersonal relations, *ERIC (Information retrieval system), Psychology of children with disabilities, Research funding, Noise, Physiological adaptation, CINAHL database, Systematic reviews, MEDLINE, Thematic analysis, Assistive listening systems, Phonetics, Social support, Self advocacy, Self-perception, Psychology information storage & retrieval systems, Social isolation |
| Abstract: | Despite the recognition that deaf children and young people's (CYP) experiences should be central to practice and policy that promotes inclusion, relatively few studies have explored deaf CYP's perspectives concerning their everyday hearing experiences. This systematic review identified and synthesized qualitative research exploring deaf CYP's experiences of hearing in everyday contexts. Searches identified 31 papers that met the inclusion criteria. Using thematic synthesis to analyze findings, four themes were identified. The experience of hearing was individualised and influenced by the sounds that CYP could hear, the environment, and supportive strategies. Challenging listening conditions and strategies to manage the experience of hearing were identified, which may be considered by parents, practitioners and policymakers. However, due to the multiple factors that influence hearing, deaf CYP should be consulted on what they find challenging and the strategies they find helpful. Further research exploring deaf CYP's experiences of hearing outside of school is needed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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