Preschool Teachers Perceive Hearing Assistive Technology Positively Catch up on the latest findings by researchers in communication sciences and disorders in this round up of study results. Research in Brief
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Research in Brief  |   November 01, 2013
Preschool Teachers Perceive Hearing Assistive Technology Positively
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Hearing Aids, Cochlear Implants & Assistive Technology / School-Based Settings / Research Issues, Methods & Evidence-Based Practice / Research in Brief
Research in Brief   |   November 01, 2013
Preschool Teachers Perceive Hearing Assistive Technology Positively
The ASHA Leader, November 2013, Vol. 18, 34. doi:10.1044/leader.RIB1.18112013.34
The ASHA Leader, November 2013, Vol. 18, 34. doi:10.1044/leader.RIB1.18112013.34
Hearing assistive technology is frequently used in classrooms of preschoolers who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology, according to a study published in the July 2013 issue of Language, Speech, and Hearing Services in Schools.
Using a cross-sectional survey design, University of Utah researchers—led by Lauri H. Nelson—explored how often sound-field amplification and personal frequency-modulated systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use.
The authors sent 306 surveys to 162 U.S. deaf education programs. Ninety-nine programs returned completed surveys (32 percent).
The authors received surveys from teachers working at listening and spoken-language preschool programs (65 percent) and at bilingual-bicultural and total communication preschool programs (35 percent). Most respondents said hearing assistive technology improved students’ academic performance (71 percent), speech and language development (79 percent), and attention in the classroom (67 percent). Most respondents also reported that they definitely or probably would recommend a sound-field or personal FM system to other educators.
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November 2013
Volume 18, Issue 11