Article describing findings that children with hearling loss were excluded from interactions by their playmates. Having age-appropriate language skills did not ensure successful peer interactions.
Informational handout reviewing the challenges hearing loss poses to a child's peer acceptance. Peer acceptance also impacts resistance to wearing hearing aids. Responding to hearing aid wear issues i
...s addressed and some suggestions for intervention.
The four major social skill areas are defined and operationalized for elementary and secondary learners: compliment, questions, small talk, and criticisms. It is followed by extensive examples of how
... to elicit social responses from students.
The SpeECH- Audibility Audiogram for Classroom Listening is based on the Count-the-Dot Audiogram and provides an estimate of percent audibility in quiet and noise for different ranges of hearing loss.
... It is most appropriate to use for flat hearing loss. Can be paired with FLE and audiological evaluation information to inform on the impact of hearing loss for speECH- perception in the classroom. Use described in the free article: S0XTEA0396
Article reporting results of a study comparising the speECH- recognition of students using hearing aids only, FM systems, and soundfield/CADS systems. Results indicate increased benefit of FM use over
... hearing aids only or soundfield amplificaiton. 2004.
The article shares the results of 3 Australian studies comparing the acoustic levels and speECH- perception of kindergarten students in enclosed classrooms versus open plan classrooms. 2015.
The SpeECH- Audibility Audiogram for Classroom Listening is based on the Count-the-Dot Audiogram and provides an estimate of percent audibility in quiet and noise for different ranges of hearing loss.
... This article describes use of this tool.
This informational article describes the need to define and understand a student's ability to access verbal instruction. It includes description of the SpeECH- Audibility Audiogram for Classroom Liste
...ning. 2011.
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