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

Autor/inn/en	Squires, Bonita; Kay-Raining Bird, Elizabeth
Titel	Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing
Quelle	In: Communication Disorders Quarterly, 44 (2023) 2, S.107-116 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Squires, Bonita)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/15257401221074412
Schlagwörter	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; Canada; Stanford Binet Intelligence Scale + Suchen Sie Ihr Suchwort? Inklusion; Ausland; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Hörverständnis; Auditory test; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Denkfähigkeit; Intelligence test; Intelligenztest; Akustik; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Klassenklima; Unterrichtsklima; Kanada
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01