Middle school-age children with hearing impairment encounter a tremendous challenge when they learn in a classroom environment. The main challenge of hearing impairment is knowledge transfer from the educator to the children and the transfer of feedback from the child to the educator. The degree of hearing impairment also varies with the children. As such, the use of assistive technology is vital in enhancing their participation and inclusion in the classroom environment. As Rekkedal (2012), found, the norm of engaging children with hearing impairment in inclusive classes is common in most western nations. Some of the assistive devices and technology that middle-age children can use in the classroom environment are cochlear implants, audio-visual frequency modulation (FM) systems, and audio-visual captioning services. Others assistive technology include audio-visual animation computer programs, wearable hearing aids and, face to face communication systems. A cochlear implant is one of the assistive devices for middle-age children in a classroom environment. The cochlear implant consists of a complex electronic device that is surgically placed on the inner side of the ear to provide a sense of hearing generated and processed by its visible part. The surgical implant is then accompanied by a relearning process of its usage as a hearing device. With the device the children need to assimilate it into their normal life. The assimilation is paramount because it is visible and can enhance stigmatization as much as helping to aid the children's hearing. As Rekkedal (2012) finds, children with a positive self-description are more comfortable in using cochlear implants as compared to those with negative self-description. Alegre de la Rosa and Villar Angulo, (2019) also found that the Cochlear implants have been instrumental in the implementation of inclusive education in Spain. Children that have undergone the surgical procedure demonstrate enhanced communication. However, their overall satisfaction and attitude are poor, especially in their adolescent. Another assistive technology is the sound field amplification system. The system consists of a microphone, strategically placed loudspeakers, and a transmitter. They aim at helping individuals that are partially deaf. According to da Cruz et al., (2016), the technology improves the hearing by reducing the noise to sound ratio, enhancing the speech perception for the students, and enhancing the teachers’ mobility. The teacher also benefits by reducing their voice strain. The sound field amplification system is advantageous when they can offer effective assistive listening because the child does not wear them hence reduces the stigma. Cruz et al. (2016) point out that assistive technology has proven to increase the performance of middle-aged children. However, the sound field amplification system technology is not mobile, and the child will only benefit from them in the classroom environment. The audio-visual captioning services are another assistive technology for middle-age children in the classroom environment. As found by Rodriguez and Diaz (2017), captioning services provides readable text that the children can follow along with the teacher. The teacher, on the other hand, speaks into a microphone that transmits the lesson to a trained person. The trained person then speaks into a computer captioning software that transforms the voice to text. The captioned information relays back to the screen of the audio-visual captioning system in the classroom. As the sound field amplification system, the technology is not wearable. Therefore, it can only assist the children in the classroom environment. However, it has a greater potential of aiding knowledge transfer to children with a total hearing disability because the children are able to read what the teacher speaks. The use of computer-animated programs is another assistive technology that can be helpful for middle-aged children in a classroom environment (Basak et al., 2018). The technology uses an audio-visual system that has a screen and microphone. The lesson is then relayed via the screen using an animated caption that is generated by the computer software. There are variations in the generation of the animation. Whereas some animations are pre-programmed, the development of others is active and adopt technology that is similar to the caption services. The animated computer services are also stationary. Thus, it reduces the stigma associated with its use. However, it can only benefit the children when in the classroom environment. Also, the technology enhances children's speech and visual perception. The children can also use the wearable FM transmitters and receivers hearing aids. Both the teacher and the child with hearing impairment use the set of wearable listening and transmitting devices. It targets children that are partially deaf. As such, the teacher speaks into a microphone. The wearable listening device of the child then receives the transmission of the teacher's speech. The child can vary the volume and tone of the voice to enhance their listening. The technology is less associated with stigma because of its resemblance to the modern day's headphone sets. It also allows the children to integrate easily with other children in the classroom environment because they amplification of the sound and tone is customized to the individual child. Lastly, the face to face communication system can be used as an assistive technology for middle age learners in a classroom environment. The technology provides a means by which the educator can type messages for the learners. As Levitt (2007) notes, the technology is highly individualized. However, it forms a fundamental mode of providing clarification between the middle-aged learner and the educator in setting that have communal assistive technology such as the sound field amplification system. Another advantage of the face to face communication system is that it is portable, and the learner can utilize it outside the classroom setting. It also supports the interaction of the hearing impaired individual and regular learners. In conclusion, some of the assistive devices and technology that middle-age children can use in the classroom environment are cochlear implants, audio-visual FM systems, and captioning audio-visual services. Inclusive education can also use assistive technology like the audio-visual animation computer programs, wearable hearing aids, and face to face communication systems. The assistive devices enhance the knowledge transfer from the educator to the middle-aged child. The child, on the other hand, can relay feedback to the educator. Some of the assistive devices, such as the cochlear implants, are more desirable for children. However, they are associated with hearing impairment stigmatization. It is, therefore, paramount for the child with hearing impairment to not only train on the usage of assistive hearing devices and technology but also have a positive self-perception.
References
Alegre de la Rosa, O., & Villar Angulo, L. (2019). Attitudes of Children with Hearing Loss towards Public Inclusive Education. Education Sciences, 9(3), 244. https://doi.org/10.3390/educsci9030244 Basak, B., Yücehan, Y., & Ahmet, Y. (2018). Using Animation as a Means of Enhancing Learning of Individuals with Special Needs. TEM Journal., 7(3), 670-677. https://doi.org/10.18421/TEM73-26 Da Cruz, A., Silvério, K., Da Costa, A., Moret, A., Lauris, J., & Jacob, R. (2016). Evaluating the effectiveness of dynamic sound field systems in the classroom. Noise And Health, 18(80), 42. https://doi.org/10.4103/1463-1741.174386 Levitt, H. (2007). A Historical Perspective on Digital Hearing Aids: How Digital Technology Has Changed Modern Hearing Aids. Trends in Amplification, 11(1), 7-24. https://doi.org/10.1177/1084713806298000 Rekkedal, A. (2012). Assistive Hearing Technologies Among Students With Hearing Impairment: Factors That Promote Satisfaction. Journal Of Deaf Studies And Deaf Education, 17(4), 499-517. https://doi.org/10.1093/deafed/ens023 Rodriguez, J., & Diaz, M. (2017). Media with Captions and Description to Support Learning among Children with Sensory Disabilities. Universal Journal Of Educational Research, 5(11), 2016-2025. https://doi.org/10.13189/ujer.2017.051118
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