美国儿童的听力障碍和学校参与结果
Inderpreet Kaur Khalsa1, Dylan K Chan2
1School of Medicine, University of California, San Francisco, San Francisco.
JAMA otolaryngology-- head & neck surgery
|September 14, 2023
概括
聋子或听力障碍 (DHH) 儿童在学校参与方面面临着显著的差异,包括参与率较低和错过更多的学校日. 尽管有其他听力损失相关的疾病,这些挑战仍然存在,这凸显了需要直接支持的需要.
科学领域:
- 儿科健康 儿科健康
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- 确保聋子或听力障碍 (DHH) 儿童的学校参与对于他们的长期成年结果至关重要.
- 教育环境中的差异可能会影响DHH年轻人的发展轨迹.
- 了解与学校参与相关的因素对于有针对性的干预至关重要.
研究的目的:
- 检查聋或听力障碍 (DHH) 状态及其后果与美国学龄儿童学校参与度措施之间的关联.
- 确定DHH儿童在学校参与和成绩方面遇到挑战的具体领域.
- 确定听力损失的后果是否调解了DHH状态和学校参与之间的关系.
主要方法:
- 采用2016-2021年全国儿童健康调查数据的横截面研究.
- 包括大约4930万美国学龄儿童 (6-17岁),对基于人口的估计进行了加权分析.
- 通过课外参与,错过学期,学术动机和学校-家长沟通来评估学校的参与度,并根据人口统计和社会经济因素进行调整.
主要成果:
- 与听觉同龄人相比,DHH儿童 (1.4%的样本) 在10项学校参与度指标中的8项显示出明显较差的结果.
- 调整后的几率比率表明,DHH儿童的体育活动参与率较低 (AOR,0.75) 和缺课日数较多 (AOR,2.98).
- 虽然听力损失的后果 (例如,语音障碍) 与更糟糕的参与有关,但它们只部分解释了与DHH状态本身相关的差异.
结论:
- 耳聋或听力障碍与美国儿童在学校参与度的显著差异直接相关.
- 教育适应和支持应侧重于DHH状态,不论同时发生的听力损失后果如何.
- 解决这些差异对于改善DHH个体的长期结果至关重要.
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