Department of Audiology & Speech-Language Pathology, University of North Texas, Denton, TX.
Phonak US, Warrenville, IL.
Lang Speech Hear Serv Sch. 2021 Jul 7;52(3):889-898. doi: 10.1044/2021_LSHSS-21-00027. Epub 2021 Jun 29.
Purpose The COVID-19 pandemic introduced new educational challenges for students, teachers, and caregivers due to the changed and varied learning environments, use of face masks, and social distancing requirements. These challenges are particularly pronounced for students with hearing loss who often require specific accommodations to allow for equal access to the curriculum. The purpose of this study was to document the potential difficulties that students with hearing loss faced during the pandemic and to generate recommendations to promote learning and engagement based on findings. Method A qualitative survey was designed to document the frequency of various learning situations (i.e., in person, remote virtual, and blended), examine the accessibility of technology and course content, and quantify hearing issues associated with safety measures and technology use in school-age students with hearing loss. Survey questions were informed from key educational issues reported in published articles and guidelines. The survey was completed by 416 educational personnel who work with students with hearing loss. Results Respondents indicated that most of their schools were providing remote or blended (in-person and remote) learning consisting of synchronous and asynchronous learning. Common accommodations for students with hearing loss were only provided some of the time with the exception of sign language interpreters, which were provided for almost all students who required them. According to the respondents, both students and caregivers reported issues or discomfort with the technology required for remote learning. Conclusion To ensure that students with hearing loss are provided equal access to the curriculum, additional accommodations should be considered to address issues arising from pandemic-related changes to school and learning practices including closed captioning, transcripts/notes, recordings of lectures, sign language interpreters, student check-ins, and family-directed resources to assist with technology issues.
目的
由于学习环境的改变和多样化、使用口罩以及社交距离要求，COVID-19 大流行给学生、教师和护理人员带来了新的教育挑战。对于有听力损失的学生来说，这些挑战尤为明显，他们通常需要特定的住宿条件，以确保平等参与课程。本研究的目的是记录听力损失学生在大流行期间面临的潜在困难，并根据研究结果提出促进学习和参与的建议。
方法
设计了一项定性调查，以记录各种学习情况（即面对面、远程虚拟和混合）的频率，检查技术和课程内容的可访问性，并量化与安全措施和学校中使用技术相关的听力问题在有听力损失的学龄学生中。调查问题是根据已发表文章和指南中报告的关键教育问题得出的。该调查由 416 名与听力损失学生一起工作的教育人员完成。
结果
受访者表示，他们的大多数学校都提供远程或混合（面对面和远程）学习，包括同步和异步学习。除了手语翻译员外，为听力损失学生提供的常见住宿条件只在部分时间提供，而手语翻译员几乎为所有需要的学生提供。根据受访者的说法，学生和照顾者都报告了远程学习所需技术方面的问题或不适。
结论
为了确保听力损失学生平等参与课程，应考虑额外的住宿条件，以解决与学校和学习实践相关的大流行变化所带来的问题，包括字幕、抄本/笔记、讲座录音、手语翻译员、学生签到和面向家庭的技术问题协助资源。
