The Effectiveness of Audiologists’ Information Sources for Classroom Teachers

Abstract

This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the teachers' awareness of their students' hearing loss and what they knew about the loss. Teachers were also asked how they received information about the hearing loss and how they preferred to receive it. Deficiencies were found in the teachers' level of awareness and knowledge regarding their students' hearing loss across all grade levels. Teachers generally preferred the information sources with which they were most familiar. Recommendations are offered to improve communication with classroom teachers regarding students' hearing loss.

Teachers' Perceptions About Minimal Hearing Loss

“…Researchers have shown how typically developing children with normal hearing sensitivity do not process auditory linguistic information in the same manner as adults, especially in adverse listening environments (Eisenberg, Shannon, Martinez, Wygonski, & Boothroyd, 2000;Johnson, 2000;Nittrouer & Boothroyd, 1990;Stelmachowicz, Hoover, Lewis, Kortekas, & Pittman, 2000). Blair, Eudaly, and Benson (1999) estimated that there is at least one, and possibly as many as seven, children with some degree of auditory learning problem in every elementary classroom. Of concern is the fact that many students with a mild hearing loss are not considered eligible for direct intervention from special education personnel, including educational audiologists.…”

“…In addition, the time allocated for audiologists to consult with teachers is limited. Blair et al (1999) stress that audiologists and speech-language patholo-gists (SLPs) may not receive sufficient guidance in their graduate programs regarding optimal ways of collaborating with classroom teachers. Therefore, it is crucial that professionals working with school-age children in general education settings (a) have an accurate understanding of MHL, (b) are aware of the possible ramifications of MHL, and (c) appreciate the need for effective collaboration.…”

“…Subsequent studies (Lass et al, 1990;Woodford & Lass, 1995) documented continuing deficiencies in classroom teachers' knowledge of hearing, hearing loss, hearing conservation, and the supportive role of educational audiologists. Blair et al (1999) surveyed general education teachers whose classes included students with hearing loss (HL) to document these teachers' knowledge of HL and the ways in which they interfaced with audiologists. Approximately 25% of the teachers were unaware that their students had HL despite the audiological report being sent to them.…”

“…Many of the initiatives suggested by his colleagues (1985, 1990) and Blair et al (1999) have been incorporated into teacher education and school settings to strengthen teachers' knowledge of HL. However, the need for consistent continuing education (CE) programs regarding collaborative work between educational audiologists and teachers remains relevant.…”

A Survey of K-12 Educators Regarding Awareness of Hearing Loss, Devices and Resources

“…However, according to Blair, EuDaly, and Von Almen Benson [10], educators typically do not seek the assistance from audiologists on matters related to hearing loss and/or amplification devices. Although more than 20 years of research has supported a need for collaborative efforts and additional training, it still appears that the audiologist is not the primary contact for educators when assistance is needed for children with a hearing loss or with their amplification devices.…”