What is it about?
More than 80% of children who are Deaf/Hard-of-Hearing (DHH) receive services in mainstream school settings. This means many providers do not have experience or specialization working with this population. This can negatively impact providers' confidence supporting hearing technology use and sharing resources related to serving children who are DHH. This study surveyed 372 professionals within the American Speech- Language Hearing Association (ASHA) who serve children who are DHH to compare differences in confidence, training, and resource use between providers who hare members in a special interest group serving children who are DHH and those who serve children who are DHH but are not part of the special interest group. While most children who are DHH are enrolled in school settings, there is limited provider confidence in working with this population. Graduate training programs should explore opportunities to provide more intensive, comprehensive experiences to prepare providers in this area.
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Why is it important?
It is important to understand the confidence of providers as a first step to improving training practices and resources to support them as they work with children who are DHH.
Perspectives
There is a need for increased resources and training for providers who serve children who are DHH. Interprofessional training should be included at the graduate level but also more readily available for providers in the field.
Dr. Kristina Blaiser
Idaho State University Idaho Health Sciences Library
Read the Original
This page is a summary of: Comfort Levels of Providers Serving Children Who Are Deaf/Hard of Hearing: Discrepancies and Opportunities, Perspectives of the ASHA Special Interest Groups, October 2022, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2022_persp-22-00030.
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