Educational Challenges during the Pandemic for Students Who Have Hearing Loss

Autor/inn/en	Schafer, Erin C.; Dunn, Andrea; Lavi, Alexandra
Titel	Educational Challenges during the Pandemic for Students Who Have Hearing Loss
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 3, S.889-898 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schafer, Erin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	COVID-19; Pandemics; Hearing Impairments; Deafness; Barriers; Disease Control; Blended Learning; Distance Education; Academic Accommodations (Disabilities); Students with Disabilities; Deaf Interpreting; Educational Technology; Technology Uses in Education; Conventional Instruction; Elementary Secondary Education; Assistive Technology + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Distance study; Distance learning; Fernunterricht; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Purpose: The COVID-19 pandemic introduced new educational challenges for students, teachers, and caregivers due to the changed and varied learning environments, use of face masks, and social distancing requirements. These challenges are particularly pronounced for students with hearing loss who often require specific accommodations to allow for equal access to the curriculum. The purpose of this study was to document the potential difficulties that students with hearing loss faced during the pandemic and to generate recommendations to promote learning and engagement based on findings. Method: A qualitative survey was designed to document the frequency of various learning situations (i.e., in person, remote virtual, and blended), examine the accessibility of technology and course content, and quantify hearing issues associated with safety measures and technology use in school-age students with hearing loss. Survey questions were informed from key educational issues reported in published articles and guidelines. The survey was completed by 416 educational personnel who work with students with hearing loss. Results: Respondents indicated that most of their schools were providing remote or blended (in-person and remote) learning consisting of synchronous and asynchronous learning. Common accommodations for students with hearing loss were only provided some of the time with the exception of sign language interpreters, which were provided for almost all students who required them. According to the respondents, both students and caregivers reported issues or discomfort with the technology required for remote learning. Conclusion: To ensure that students with hearing loss are provided equal access to the curriculum, additional accommodations should be considered to address issues arising from pandemic-related changes to school and learning practices including closed captioning, transcripts/notes, recordings of lectures, sign language interpreters, student check-ins, and family-directed resources to assist with technology issues. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01