![]() Hearing technologies for deaf and hard-of-hearing (DHH) individuals include personal amplifiers (e.g., hearing aids and cochlear implants ), which are typically worn on the head or on the body and assistive listening devices that are not used on the head or body, such as classroom sound field amplification systems ( Dillon, 2001). Because individuals with the latter view of technology may avoid or resist using this technology, they may avoid meaningful activities and suffer both social and physical isolation ( Polgar, 2010). Alternatively, technology seen as a visible sign of a disability can reinforce the stigma associated with the disability. Assistive technology that is seen as a tool or as one way of achieving desired activity is more likely to be assimilated into the user’s life. ![]() However, this technology has a double-edged nature in that it is both a tool for achieving independence and a visible sign of disability ( Scherer, 2002). The main factors promoting the use of hearing aids were severe hearing loss, positive attitudes toward hearing aids, and the sound quality of hearing aids.Īssistive technology can be a key factor that enables individuals with disabilities to participate in daily life and be included in society ( Schneidert, Hurst, Miller, & Üstün, 2003). The students with positive self-descriptions tended to be more satisfied with hearing aids or cochlear implants than the students with negative self-descriptions. Having severe hearing loss also promoted positive attitudes toward hearing aids and cochlear implants, but not toward microphones. The results suggest that males view hearing technology more positively than do females. All students communicated orally and were in inclusive schools from grades 5–10. The study included 153 deaf and hard-of-hearing students. This article explores factors pertaining to children’s use of and attitudes toward hearing technologies, such as hearing aids, cochlear implants, teacher-worn microphones, and student-worn microphones. Few studies have examined these children’s experiences with this technology. Hearing technology can play an essential part in the education of deaf and hard-of-hearing children in inclusive schools.
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