一项关于教师在教育环境中的听力学知识的调查
MacKenzie H Chambers1, Alisha L Jones2, Kathleen Lea2
1North Georgia Audiology and Hearing Aid Center, Suwanee.
Language, speech, and hearing services in schools
|November 25, 2025
概括
一般教育教师报告说,他们对教导有听力损失的学生充满信心,但缺乏对教育听力学家服务的认识. 需要增加听力学教育和资源,教师可以有效地支持学生.
科学领域:
- 儿科听力学 儿科听力学
- 教育听力学教育听力学
- 课堂声学 在教室的声学.
背景情况:
- 听力损失影响10%-20%的美国儿童,影响学业成绩.
- 教育听力学家是学校团队的关键成员,支持有听力损失的学生.
- 大多数有听力损失的学生 (87%) 在普通教育课堂上花时间.
研究的目的:
- 评估普通教育教师对教育听力学家的熟悉程度.
- 为了确定教师对教育有听力损失的学生的信心.
- 了解教师-听力学家的工作关系,以促进学生的成功.
主要方法:
- 一项调查分发给美国七个州的教师.
- 该调查评估了教师与听力障碍学生和听力学资源的经验.
- 参与者代表了不同的学校环境和经验水平.
主要成果:
- 54.84%的教师感到自信,教导有听力损失的学生.
- 69.89%的教师几乎没有与教育听力学家的经验.
- 大多数教师都不知道教育听力学家提供的服务.
结论:
- 在学校的普通教育和听力学实践之间存在很大的差距.
- 听力学家应该通过教育和教师资源增加宣传.
- 加强合作对于在主流课堂中支持有听力损失的学生至关重要.
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