The Effectiveness of Audiologists’ Information Sources for Classroom Teachers This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the ... Research Article
Research Article  |   April 01, 1999
The Effectiveness of Audiologists’ Information Sources for Classroom Teachers
 
Author Affiliations & Notes
  • James C. Blair
    Utah State University, Department of Communicative Disorders and Deaf Education, Logan, UT 84322-1000
  • Mary EuDaly
    Fulton County School System, Atlanta, GA
  • Peggy Von Almen Benson
    Consultant, Manassas, VA
  • Corresponding author: e-mail: Jimb@cc.usu.edu
Article Information
Hearing Disorders / School-Based Settings / Research Articles
Research Article   |   April 01, 1999
The Effectiveness of Audiologists’ Information Sources for Classroom Teachers
Language, Speech, and Hearing Services in Schools, April 1999, Vol. 30, 173-182. doi:10.1044/0161-1461.3002.173
History: Received July 20, 1998 , Accepted December 7, 1998
 
Language, Speech, and Hearing Services in Schools, April 1999, Vol. 30, 173-182. doi:10.1044/0161-1461.3002.173
History: Received July 20, 1998; Accepted December 7, 1998

This study investigated how well 273 teachers in Georgia understood the needs of mainstreamed children who were hard of hearing who were in their classrooms. A survey was sent to 273 teachers of students with hearing loss who were not receiving special education services. The survey sought information regarding the teachers’ awareness of their students’ hearing loss and what they knew about the loss. Teachers were also asked how they received information about the hearing loss and how they preferred to receive it. Deficiencies were found in the teachers’ level of awareness and knowledge regarding their students’ hearing loss across all grade levels. Teachers generally preferred the information sources with which they were most familiar. Recommendations are offered to improve communication with classroom teachers regarding students’ hearing loss.

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