Self-assessment of classroom assistive listening devices

Abstract

Abstract

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.

Sumario

Se realizó la auto-evaluación de dispositivos de ayuda auditiva (ALD) en el aula de clase con base en los sistemas de inducción en circuito cerrado, en aulas suecas para estudiantes con trastornos auditivos. Se desarrolló un cuestionario y éste fue completado por 25 estudiantes (usuarios de auxiliares auditivos bilaterales, con 10–20 años de edad). Se colectó información sobre las respuestas para el auxiliar auditivo en el modo de micrófono (M) y en el modo de telebobina (T). Se identificaron y asignaron dos atributos para cada modo: audibilidad y conciencia. Se logró una mejor audibilidad en el modo T. Los estudiantes con hipoacusias severas se beneficiaron más utilizando el modo T, cuando se comparan con los estudiantes con mejor audición, especialmente en situaciones de escucha más difíciles. Se logró una mejor conciencia en el modo M; los estudiantes pudieron escuchar, localizar y segregar mejor los sonidos en el ambiente a su alrededor. Dependiendo de la situación, los estudiantes realizaron diferentes escogencias entre audibilidad y conciencia. La auto-evaluación en un enfoque promisorio para determinar qué combinación de diseño y función de los ALD beneficiará más a los estudiantes.

Key Words:

• Assistive technology
• Hearing aid satisfaction
• Psychoacoustics/hearing science
• Speech perception

Acknowledgements

The authors thank the Swedish Association of Hard of Hearing People (HRF), and the Swedish Inheritance Fund for their generous support. The collaboration and contributions of the staff and students of the Dialogue project (http://www.dialogprojektet.se), Sweden's National Upper Secondary Schools for the Deaf and for the Hard of Hearing (RGH/RGD), and the National Agency for Special Needs Education and Schools (SPSM) are gratefully acknowledged. We would also like to thank Leila Sandmon for her assistance gathering the data.

The manuscript was presented as a part of a Doctoral thesis (Odelius, 2010).

Declaration of Interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.