Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing
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| Title: | Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing |
|---|---|
| Language: | English |
| Authors: | Squires, Bonita (ORCID |
| Source: | Communication Disorders Quarterly. Feb 2023 44(2):107-116. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education Grade 3 Grade 4 Intermediate Grades Grade 5 Middle Schools Grade 6 Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Inclusion, Foreign Countries, Deafness, Hearing Impairments, Listening Skills, Listening Comprehension, Auditory Tests, Students with Disabilities, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Student Characteristics, Cognitive Ability, Intelligence Tests, Acoustics, Elementary School Students, Middle School Students, Classroom Environment |
| Geographic Terms: | Canada |
| Assessment and Survey Identifiers: | Stanford Binet Intelligence Scale |
| DOI: | 10.1177/15257401221074412 |
| ISSN: | 1525-7401 1538-4837 |
| Abstract: | Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1362348 |
| Database: | ERIC |
| Abstract: | Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities. |
|---|---|
| ISSN: | 1525-7401 1538-4837 |
| DOI: | 10.1177/15257401221074412 |
