Abstract
To analyze the relations among the knowledge of teachers about hearing loss degree, technological devices, hearing aids (HA), cochlear implant (CI), frequency modulation system (FM), and communication strategies. Forty-two (42) teachers that taught students with hearing impairment participated in this study. This sample included 24 middle school teachers, 11 elementary school teachers, and 7 preschool teachers, whose taught in the second semester of the school year and in the first semester of the following year. The data was obtained through the Knowledge and Experience Questionnaire developed by Delgado-Pinheiro & Omote (2010). The questionnaire answers were categorized, and the frequency of occurrence was analyzed. Statistical analysis was performed using the chi-square test. There was a statistically significant difference between the answers which showed that the teachers do not know about the degree of hearing loss, but they modify the communication strategies to keep the attention of the students. In addition, the results also showed that teachers do not know the technological devices and communication strategies most appropriate for the student with hearing impairment. The results showed that teachers do not have sufficient knowledge about hearing impairment and as a result they modify their communication strategies for the student, even though they are unaware of the most appropriate communication strategies.
Highlights
The technological advancement with regard to devices for accessing speech sounds, hearing aids (HA) and cochlear implant (CI), has enabled the development of oral communication for children with hearing impairment (HI)(1)
The results show that 47.6% of the teachers know the degree of hearing loss of the student and 52.4% do not know, there is no statistically significant difference in this aspect (P = 0.663)
Among the factors pointed out, a statistically significant difference is observed for the relationship between the knowledge of the degree of student hearing loss and the use of communication strategies to keep the attention of the student with hearing impairment in the classroom (p = 0.008), in other words, the group of teachers does not know the extent of the hearing deficiency, it reports changing the communication strategy to maintain the attention of that student
Summary
The technological advancement with regard to devices for accessing speech sounds, hearing aids (HA) and cochlear implant (CI), has enabled the development of oral communication for children with hearing impairment (HI)(1) Another technological device that is considered a feature of hearing accessibility is the modulated frequency system (FM system), which consists of a device capable of bringing better quality to the perception of speech sounds in an environment with noise, reverberation and distance[2,3]. Several factors interfere with the development of these children, such as time of diagnosis, type and degree of hearing loss, access to speech sounds with high-tech devices (HA or CI), time of sensory deprivation, participation in rehabilitation programs, family participation, among others The impact of these factors on the communicative performance of children with hearing impairment was studied, and the results demonstrated that the length of device use, the degree of hearing loss, the chronological age and the consistency in the use of the device had greater influence[8]. The period between diagnosis and intervention is significant in the development of oral communication, in such a way that the faster the intervention, the better the results[9,10]
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