Auralizing adult-child listening differences.

Sacks, Jonah; Hinckley, Jennifer

doi:10.1121/1.3248571

Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education–Revised

Nelson

¹

,

Anderson²,

Whicker

³

et al. 2020

LSHSS

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Purpose This study examined classroom listening experiences reported by students who are deaf or hard of hearing using the Listening Inventory For Education–Revised (LIFE-R). Method Retrospective electronic survey responses from 3,584 school-age participants were analyzed using descriptive statistics to report student perceptions of listening difficulty in various classroom scenarios, including the strategies students used when they did not hear or understand. Stratified data were used to explore potential differences between grades and across degree of hearing loss or type of hearing technology. Results Average student listening appraisal ratings for 15 classroom, school, and social scenarios was 5.7 based on a 10-point Likert scale (0 = difficult , 10 = easy ), highlighting listening difficulties encountered during the school day. This finding can be considered in context with the average rating of 7.2 reported from a previous study of students with typical hearing using the LIFE-R. The greatest difficulties were reported when trying to listen when other students in the class were making noise and in hearing the comments of other classmates. Average listening difficulty was greater for respondents in Grades 3–6 than those in Grades 7–12. Listening difficulty also generally increased relative to degree of hearing loss. When unable to hear, some students took proactive steps to improve their listening access; some reported they did nothing. Conclusions Students who are deaf or hard of hearing can face challenges in hearing and understanding throughout the school day. A functional tool to evaluate and monitor student experiences, such as the LIFE-R, can provide information to make necessary and effective adjustments to classroom instruction and the listening environment.

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Using Hearing Assistance Technology to Improve School Success for All Children

Scott

¹

2016

Handbook of Research on Transformative Digital Content and Learning Technologies

0

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The acoustical conditions in the classroom play an important role in the learning process of children. Most daily instruction is verbal; therefore, all children in the classroom and other educational settings need access to auditory information. This chapter will provide information to teachers and administrators about hearing assistance technology that can facilitate classroom learning for typically developing children, second language learners, children who are hearing impaired, and children with normal hearing thresholds but significantly poorer auditory performance, such as children who are diagnosed with auditory processing disorder, autism spectrum disorder, attention-deficit hyperactivity disorder, and language disorder. Teachers and educational audiologists can collaborate on the use of technology to ensure children have access to auditory information in the classroom.

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Using Hearing Assistance Technology to Improve School Success for All Children

Scott

¹

2020

Cognitive Analytics

0

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The acoustical conditions in the classroom play an important role in the learning process of children. Most daily instruction is verbal; therefore, all children in the classroom and other educational settings need access to auditory information. This chapter will provide information to teachers and administrators about hearing assistance technology that can facilitate classroom learning for typically developing children, second language learners, children who are hearing impaired, and children with normal hearing thresholds but significantly poorer auditory performance, such as children who are diagnosed with auditory processing disorder, autism spectrum disorder, attention-deficit hyperactivity disorder, and language disorder. Teachers and educational audiologists can collaborate on the use of technology to ensure children have access to auditory information in the classroom.

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Auralizing adult-child listening differences.

Cited by 3 publications

References 0 publications

Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education–Revised

Classroom Listening Experiences of Students Who Are Deaf or Hard of Hearing Using Listening Inventory For Education–Revised

Using Hearing Assistance Technology to Improve School Success for All Children

Using Hearing Assistance Technology to Improve School Success for All Children

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