assisted listening vs hearing impaird track

Certainly, there are educators nearing retirement who remember when young DHH children regularly wore body aids and there are mid-career educators who remember when DHH children wore large, analog, linear hearing aids as the standard, or even just one hearing aid, despite having bilateral hearing loss. The combination of sophisticated hearing technology and a fuller understanding of the complex environmental and biological factors that shape development will help maximize spoken language outcomes in DHH children and contribute to laying the groundwork for successful literacy and academic development.Īssistive hearing technology for deaf and hard-of-hearing (DHH) children has seen great advancements in the last 50 years. This theoretical approach incorporates systems of risk factors across many levels, as well as the bidirectional and complex ways in which factors influence each other. In suggesting areas for future research, a case is made for not only expanding the search for mechanisms of influence on outcomes outside of traditional device- and child-related factors, but also for framing the search within Biopsychosocial systems theories. Aspects of signal processing in both hearing aids and cochlear implants are discussed as they relate to spoken language outcomes in preschool and school-age children. Moreover, there is enormous unexplained variability in spoken language and literacy outcomes.

However, meaningful achievement gaps in reading and spoken language persist despite the engineering marvel of modern hearing aids and cochlear implants. Radical advancements in hearing technology in the last 30 years have offered some deaf and hard-of-hearing (DHH) children the adequate auditory access necessary to acquire spoken language with high-quality early intervention.

Assisted listening vs hearing impaird track