Flexer C
Department of Communicative Disorders, University of Akron, Ohio.
ASHA. 1990 Apr;32(4):44-5.
The audiologist is the professional best able to manage the complete hearing care of a child who experiences hearing loss of any degree. Even a "mild" hearing loss can sabotage the development of academic competencies, and there is a growing population of school children with mild-moderate hearing loss. Unfortunately, there are far too few audiologists employed in educational settings (approximately 700 nationally), with an average ratio of one audiologist for every 12,000 children; but some have 100,000 children to manage (Blair, Wilson-Vlotman, & Von Almen, 1989; Wilson-Vlotman & Blair, 1986). Audiological rehabilitation begins with an understanding of the realities of working in an educational setting, including legal requirements, the necessity of administrative support, the "failure model" of service delivery, and the importance of the IEP. FM equipment needs to be fit carefully, and used and maintained judiciously. Auditory skills training, integrated into the global learning environment of the child, offers a way to assist the child in learning to use the pivotal auditory modality. As audiologists become stronger advocates for the necessary use and enhancement of hearing, audiological rehabilitation will become more of a reality in school settings.
听力学家是最有能力为任何程度听力损失的儿童提供全面听力护理的专业人员。即使是“轻度”听力损失也可能破坏学业能力的发展，而且轻度至中度听力损失的学龄儿童数量正在不断增加。不幸的是，教育机构中聘用的听力学家太少了（全国约700名），平均每12000名儿童才有一名听力学家；但有些听力学家要负责管理100000名儿童（布莱尔、威尔逊 - 弗洛特曼和冯·阿尔门，1989年；威尔逊 - 弗洛特曼和布莱尔，1986年）。听力康复始于了解在教育机构工作的实际情况，包括法律要求、行政支持的必要性、服务提供的“失败模式”以及个别化教育计划（IEP）的重要性。调频设备需要仔细适配，并谨慎使用和维护。融入儿童整体学习环境的听觉技能训练，为帮助儿童学习使用关键的听觉方式提供了一条途径。随着听力学家成为听力必要使用和增强的更有力倡导者，听力康复在学校环境中将更成为现实。
