Awareness, knowledge, and practice among regular primary school teachers about hearing impairment

Abstract

Abstract Purpose: Children will develop communication, cognitive, language, and social skills, and early academic achievement more effectively like their other typical hearing children if they are identified and intervened early. This study aimed to investigate the awareness, knowledge, and practices of regular school teachers regarding hearing impairment and its influencing factors. With the evolution of education for hearing-impaired children toward inclusive practices, teachers play a pivotal role in identifying and supporting students with hearing loss. Methods: Employing a questionnaire-based cross-sectional design with convenient sampling, 270 participants were recruited. The self-administered questionnaire investigates teachers’ awareness, knowledge, and practices concerning various aspects of hearing impairment. These aspects included etiology, effects, identification, management, audiology, communication methods/modifications, teacher support, noise, and prevention. Results: The study revealed a limited understanding among regular school teachers regarding the causes of hearing loss and the working and benefits of amplification devices. While the overall knowledge level regarding hearing impairment was deemed fair, notable gaps were identified. However, overall good awareness and practice were observed. Conclusion: From the above study, it can be concluded that teachers with special training (prior training related to education to hearing impaired children through seminar and online mode) were substantial better on awareness and knowledge skills compared to nontrained teachers.