Service learning in auditory rehabilitation courses: the University of Texas at Dallas.

PURPOSE: The aim of this work was to review service learning (SL) principles and its implementation into the auditory rehabilitation (AR) curriculum at the University of Texas at Dallas and to evaluate the courses to determine whether potential benefits of SL are worth the substantial time commitment and course restructuring. METHOD: Via retrospective review, student outcomes for 25 students from 3 cohorts who completed the adult AR course prior to implementation of SL curriculum (pre-SL) were compared with those of 28 students from 3 SL cohorts. Data included final examination grades, ratings for overall course content, amount learned, clarity of responsibility, workload, relevance, and course comments. Student journals from the SL group and mentor surveys also were reviewed. RESULTS: The majority of student outcomes were comparable for pre-SL and SL cohorts. Clarity of responsibility and workload were rated lower for SL courses than for pre-SL classes, with medium and small to medium effect sizes, respectively. Mentors rated the projects and process of high value and benefit, and several projects remain in use beyond the end of the course. CONCLUSION: Continued use of an SL approach is supported, but additional guidance for students is needed for reflection and project analysis.

Listening and speaking ability of Thai deaf children in preschool aural rehabilitation program.

BACKGROUND: An auditory-oral approach can help deaf children achieve success in oral communication. Many studies confirm that deaf children with access to sound through high-powered and appropriate hearing aids at the youngest age possible have the capability to acquire communication skills similar to their hearingpeers. OBJECTIVE: Evaluate the listening and speaking progress made by 27 Thai hearing-impaired children who attended a preschool aural rehabilitation program, which was established at Audiology and Speech clinic. After hearing aids fitting, deaf children were enrolled to the preschool aural rehabilitation program after receiving their parents consent. MATERIAL AND METHOD: Hearing impaired children were divided into groups of 4-6 children with approximately the same level of performance. The listening and speaking performance at the initial period were recorded. Each group participated in the 3-hour-program once a week, included auditory training, conversation (maternal reflexive method), and speech stimulation. The improvements and problems of each child were recorded at the end of session. Listening and speaking performance evaluation were recorded at six months intervals. RESULTS: There were 12 boys and 15 girls. The average hearing loss in the better ear was 104 dBHL, range from 83-117 dBHL, SD = 8.33. The mean age of enrollment was 2 years and 10 months. The majority gradually developed listening skills and speaking ability. There was no relationship between age of enrollment and the listening and speaking ability (p > 0.05). However, listening skills had positive relationship with length of speech (r = 0.685), number of spoken vocabulary (r = 0.665), and speech character (r = 0.598); p < 0.01. CONCLUSION: Auditory training is an important task to develop listening skills and improve length of speech, speaking vocabulary, and speech character Other benefits from the aural rehabilitation program included monitoring the auditory progression after hearing aid fitting, parents meeting, and promotion a better quality of life by enabling hearing impaired children to participate in hearing society.

Epistemologies, deafness, learning, and teaching.

The study of Deaf epistemologies is in a nascent stage relative to, e.g., the study of feminist or African American epistemologies. It has only recently begun attracting the widespread attention it deserves. The present article addresses Deaf epistemologies as they relate to the sometimes conflicting trends in American society and education. In a relatively short period, the education of deaf students has gone from an independent enterprise under the aegis of special education to heavy influence by No Child Left Behind legislation that applies to virtually all American students. American education at one and the same time embraces and celebrates diversity, imposes uniform, rigid learning standards for all children, and mandates that all children be tested in the same way. An oxymoron exists of individualized educational planning and one-size-fits-all curricula and assessment of academic achievement. Implications for teaching and learning of deaf students are explored.

Priorities for early hearing detection and intervention in sub-Saharan Africa.

Sub-Saharan Africa not only has the highest rates of neonatal, infant, and child mortality worldwide but also accounts for a significant proportion of the global burden of permanent congenital and early-onset hearing loss (PCEHL). This article explores the diverse psychosocial, educational, and economic consequences of PCEHL in the region and highlights the interrelationships between this condition and the crucial domains of early childhood development. It also examines relevant levels of prevention and current practices within the context of the birthing patterns and routine immunization schedules in the first three months of life. It presents practical options for addressing the needs of children with PCEHL and their parents against the backdrop of the prevailing health and socioeconomic conditions. It concludes by underscoring the crucial dimensions of culturally-sensitive interventions as well as the need for ear-care professionals in each country to take advantage of the growing global initiatives for hearing impairment prevention within a multidisciplinary framework to advance the best interests of the affected children and their families.

The work of the Village: creating a new world for children with hearing loss and their families.

Though the health and economic issues in developing countries may create situations in which the development of early hearing detection and intervention (EHDI) programs could seem insurmountable, developing countries have some resources that are not easily available to those in the developed world. Developing countries often have well-organized communities in which members work together for the benefit of the individuals within their communities as well as a willingness to learn strategies that can improve the lives of individuals in their communities. Paradoxically, there also exists societal intolerance for disabilities that can result in stigmatization and ultimate isolation of affected families. Hopefully, education within these communities can begin to overcome historical intolerance. While some might argue that sufficient financial resources are the key to the development of an EHDI system, the Colorado system, although grateful for all financial resources, is dependent, first and foremost upon the human resources. This article provides information about the history of the Colorado system in the hopes that lessons learned will provide valuable input to others facing similar challenges.

Audiology in Brazil.

The profession of audiology took root in Brazil nearly a half a century ago and has since blossomed into a flourishing, well-developed field. Currently, audiologists in Brazil work at private institutions, including private medical practices and dedicated speech and hearing clinics. They are also employed in a wide array of public institutions, including community clinics, elementary schools, colleges, and universities. In both the private sector and health clinics, audiologists perform diagnostic evaluations of auditory and vestibular disorders, select and fit hearing aids, and provide aural rehabilitation. At the public level, they assist with workers' health programs, dispense hearing aids, and aural rehabilitation. There is always room to grow, however, and the future of audiology in Brazil holds both challenges and opportunity. The following article will sketch the development of audiology training and practice in Brazil, provide a picture of how the field stands today, and summarize the unique challenges which the profession faces in this large and diverse nation.

The Pakistan (Lahore) cochlear implant programme: issues relating to implantation in a developing country.

The Pakistan cochlear implant programme was started in Lahore in August 2000. It was initially established with the technical support of the Manchester cochlear implant team. There are no government resources available for cochlear implantation in Pakistan and the cost of cochlear implantation is met by the candidates and their families. Up till December 2005, 52 individuals have been implanted. Forty-four (84.6 per cent) of these patients were children and eight (15.4 per cent) patients were adults. Congenital deafness (94 per cent) is the main aetiological factor in children. Seventy-six per cent of these children were born to blood related parents. All patients received a Med-El Combi 40+ device. The listening progress profile, the meaningful auditory integration scale and the meaningful use of speech scale were used to assess the auditory performance in children. Thirty-nine children achieved an average listening progress profile score of 37.7 after 12 months of implantation. The overall rate of major and minor complications was 11.5 per cent. Failure rate for the device itself has been 3.8 per cent. In addition to considering these preliminary outcomes and funding issues, the problems of setting up a cochlear implant programme in a developing country are discussed.

[Age connected hearing disorders (presbyacusis) as a social problem]. / Niedosluch zwiazany z wiekiem (presbyacusis) jako problem spoleczny.

The data of World Health Organization anticipate very rapid growth of percentage participation of elderly people in the population on the whole world. In Poland, in the year 2005, the percentage of people in the "post productive" age (women over 60 years, men over 65 years) was 15,32% of population, the expected data in 2020 is about 16%. The problem of this group becomes very essential social question. One of very important vital difficulties of that particular age is the problem with verbal communication, caused by the hearing disorders, very often stated in the older population. The hearing disorders (presbyacusis) are characterized by difficulties in speech understanding, the so called "social deafness", which often is a cause of psychical changes and isolation of persons with such hearing impairment. Because of its character, presbyacusis is very difficult in hearing rehabilitation. A new method of selection and fitting of hearing aids, adapted to the specificity of hearing disorders of older people is discussed.