Self-assessment of classroom assistive listening devices

Self-assessment of classroom assistive listening devices (ALDs) based on induction loop systems was carried out in Swedish classes for hearing-impaired students. A questionnaire was developed and completed by 25 students (bilateral hearing aid users, 10-20 years old). Responses for hearing aid microphone mode (M) and telecoil mode (T) were collected. Two attributes, audibility and awareness, were identified and assigned to either mode. Better audibility was achieved in T-mode. Students with severe hearing loss benefited more using T-mode when compared to the better hearing students, especially in more difficult listening situations. Better awareness was achieved in M-mode; students could better hear, locate and segregate sounds in the environment around them. Depending on the situation, students make different choices between audibility and awareness. Self-assessment is a promising approach for determining what combination of ALD design and function that will best benefit the students.