Rekkedal Ann Mette
Institute of Social Work and Health Science, Norwegian University of Technology, NO-7491 Trondheim, Norway.
J Deaf Stud Deaf Educ. 2012 Fall;17(4):499-517. doi: 10.1093/deafed/ens023. Epub 2012 Sep 8.
Hearing technology can play an essential part in the education of deaf and hard-of-hearing children in inclusive schools. Few studies have examined these children's experiences with this technology. This article explores factors pertaining to children's use of and attitudes toward hearing technologies, such as hearing aids, cochlear implants, teacher-worn microphones, and student-worn microphones. The study included 153 deaf and hard-of-hearing students. All students communicated orally and were in inclusive schools from grades 5-10. The results suggest that males view hearing technology more positively than do females. Having severe hearing loss also promoted positive attitudes toward hearing aids and cochlear implants, but not toward microphones. The students with positive self-descriptions tended to be more satisfied with hearing aids or cochlear implants than the students with negative self-descriptions. The main factors promoting the use of hearing aids were severe hearing loss, positive attitudes toward hearing aids, and the sound quality of hearing aids.
听力技术在全纳学校中对失聪及听力障碍儿童的教育起着至关重要的作用。很少有研究考察过这些儿童使用该技术的经历。本文探讨了与儿童使用听力技术以及对听力技术的态度相关的因素，例如助听器、人工耳蜗、教师佩戴式麦克风和学生佩戴式麦克风。该研究纳入了153名失聪及听力障碍学生。所有学生都采用口语交流，就读于5至10年级的全纳学校。结果表明，男性对听力技术的看法比女性更为积极。严重听力损失也促使人们对助听器和人工耳蜗持积极态度，但对麦克风则不然。自我描述积极的学生往往比自我描述消极的学生对助听器或人工耳蜗更满意。促进使用助听器的主要因素包括严重听力损失、对助听器的积极态度以及助听器的音质。
