Comfort Levels of Providers Serving Children Who Are Deaf/Hard of Hearing: Discrepancies and Opportunities

Abstract

Purpose: More than 80% of children who are deaf/hard of hearing (DHH) receive services in mainstream school settings. This means they are often served as part of a broader caseload rather than by someone who has specific training in serving this population. While best practice outlines specific skills and expertise from highly qualified providers, in reality, many lack confidence related to hearing technology and resources related to serving children who are DHH. Method: This study surveyed 459 professionals within the American Speech-Language-Hearing Association who serve children who are DHH with the intent of comparing differences in confidence, training, and resource use between providers who have self-selected interest in working with children who are DHH (i.e., membership in Special Interest Group [SIG] 9, Pediatric Hearing and Hearing Disorders) and those who serve children who are DHH but are not part of the pediatric hearing–related SIG. Results: Results indicated that many providers, particularly those not in SIG 9, did not have confidence in serving young children who are DHH (particularly in early intervention or preschool). Graduate experiences (classes and practicum) played little role in providers' confidence working with children who are DHH. Conclusions: While most children who are DHH are enrolled in school settings, there is limited provider confidence in working with this population. Graduate training programs should explore opportunities to provide more intensive, comprehensive experiences to prepare providers in this area.