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Dataset on the calculations of daily adult word and conversational turn counts, and use of styles of oral interaction in 2–5-year olds with hearing loss in New Zealand
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Hearing and ear status of Pacific children aged 11 years living in New Zealand: the Pacific Islands families hearing study
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Oscillatory decoupling differentiates auditory encoding deficits in children with listening problems
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The Effect of short-term auditory training on speech in noise perception and cortical auditory evoked potentials in adults with cochlear implants
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The Effect of Short-Term Auditory Training on Speech in Noise Perception and Cortical Auditory Evoked Potentials in Adults with Cochlear Implants
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Change in Speech Perception and Auditory Evoked Potentials over Time after Unilateral Cochlear Implantation in Postlingually Deaf Adults
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Aphasia and Auditory Processing after Stroke through an International Classification of Functioning, Disability and Health Lens
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Effect of interstimulus interval and age on cortical auditory evoked potentials in 10-22-week-old infants
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Effects of broadband noise on cortical evoked auditory responses at different loudness levels in young adults
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The Contribution of speech-evoked cortical auditory evoked potentials to the diagnosis and measurement of intervention outcomes in children with auditory processing disorder
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Attend to this : the relationship between auditory processing disorders and attention deficits
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Assessing spectral and temporal processing in children and adults using Temporal Modulation Transfer Function (TMTF), Iterated Ripple Noise (IRN) perception, and Spectral Ripple Discrimination (SRD)
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Management of auditory processing disorder for school-aged children : applying the ICF (International Classification of Functioning, Disability and Health) framework
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A Randomized control trial of interventions in school-aged children with auditory processing disorders
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Bilateral cochlear implants in long-term and short-term deafness
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Choice of reference in analysis of CAEPS to auditory and audiovisual stimuli
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Considerations in educating students with hearing loss in mainstream schools
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Abstract:
The purpose of the study was to explore current practice and strategies in educating children with hearing loss in mainstream classrooms and determining how the curriculum can be adapted to make it accessible for students with hearing loss in mainstream classrooms. It is also to determine the perceptions of mainstream classroom teachers and Resource Teachers of the Deaf or Teachers of the Deaf on educating students with hearing loss in mainstream classroom and how they collaborate to best serve the needs of these students. Lastly, the study also determines the perceptions of students with hearing loss on the support that they received in mainstream classrooms. The specific aim for the study was to use a qualitative approach to evaluate professionals’ and students’ perceptions on teaching and learning considerations for students with hearing loss in mainstream classrooms. The respondents involved in the study were twelve students with hearing loss, aged between 9 to 15 years old and eighteen individual adult participants consist of nine classroom teachers and nine Resource Teachers of the Deaf (RTDs) or Teachers of the deaf from mainstream schools around Auckland. Each RTD/classroom teacher participated in an hour-long session of semistructured interviews and classroom observations held at the partnership schools. Meanwhile, each student participated in a twenty minutes session of semi-structured interviews and an hour-long of classroom observations. The qualitative data analysis lead to the emergence of five themes related to the professionals’ and students with hearing loss various views on considerations for teaching students with hearing loss in mainstream classrooms. The first theme, physical adaptations the participants highlighted issues about the sitting arrangements in the classroom, size of the class, acoustic treatment and use of amplification devices in educating the students with hearing loss in mainstream classrooms. The second theme, attitudes and values both student and adult participants realized that in order for the inclusion to be effective, their attitudes and values leads to the development and success of the inclusion. The third theme, teaching adaptations, adult participants recognized the importance of adapting resources and teaching strategies to make the curriculum more accessible for the students with hearing loss in mainstream classrooms. In the fourth theme, awareness, the participants suggested that in order for the classroom teachers to assist students with hearing loss in mainstream classrooms, they must be provided with the knowledge and skills on teaching students with hearing loss. Lastly the fifth theme, termed support both student and adult participants expressed their agreement on the importance of the collaborative support that they received from their peers, teachers and other professionals involve in providing services to the students with hearing loss in mainstream classrooms. ; Available to authenticated members of The University of Auckland.
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URL: http://hdl.handle.net/2292/13365
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