Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

被引:2
|
作者
Squires, Bonita [1 ,2 ]
Bird, Elizabeth Kay-Raining [2 ]
机构
[1] Univ British Columbia, Vancouver, BC, Canada
[2] Dalhousie Univ, Halifax, NS, Canada
关键词
elementary school; age; hearing; assessment; deaf; hard of hearing; exceptionalities; qualitative; designs; research; CLASSROOM PARTICIPATION; ACADEMIC STATUS; DEAF; STUDENTS; EXPERIENCES; PROGRESS; ADULTS;
D O I
10.1177/15257401221074412
中图分类号
H0 [语言学];
学科分类号
030303 ; 0501 ; 050102 ;
摘要
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. 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.
引用
收藏
页码:107 / 116
页数:10
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