Childrens' social functioning and the use of hearing aids : a case study of hard of hearing children in an ordinary primary school in Uganda

Abstract

Abstract The phenomena of social functioning of hard of hearing children using hearing aids in an ordinary school were studied. The study specifically explored challenges, effects and coping strategies children used to gain social functioning. Qualitative case study design was used to study two children, each with a teacher and one education audiologist. Through non participant observation strategy their communication skills, social interactions, and social relationships and class participation were explored. In addition to these aspects, supplementary data on classroom acoustics and amplifications were obtained from teachers interviews, school files and pure tone assessment records. Findings indicated that merely placing hard of hearing children in inclusive (ordinary) class is not enough to allow for their social functioning. The use of hearing aids and their ability to communicate was compromised by extraneous noise arising from simultaneous interaction in the class. This led to misapprehension, ridicule and sometimes exclusion in class activities; Children had limited communication skills marked by short fragmented utterances making it difficult for them to gain entry to multiple interactive communications. They used total communication and hearing aids to accommodate for communication difficulties; Self segregative /isolation tendencies existed among hard of hearing children. However, they actively interacted when in the company of the same gender and hearing status. Their social functioning was more enriched with their participation and inclusion in extra curricular activities, small group work, flexible and preferential seating arrangements; Children were ill equipped to deal with malfunctioning and care of the hearing aids. Stigma associated with the use of hearing aids conflicted with their search for identity as adolescents. They concealed the hearing aids in public and were unprepared to cope with feelings of powerlessness and the struggle to pass for normal hearing among their peers. Based on the findings, recommendations were made. Hard of hearing children need more opportunities to communicate than the typical children in an ordinary class. Where possible, children auditory senses be the primary sense to receive messages. Teachers should be empowered to develop competence in practical areas of assessment and the management of amplifications systems. Teachers and the school need to address environmental obstacles which hinder the use of hearing aids classrooms. Individual hearing aid orientation programs and routine check ups should be scheduled to determine the functioning of hearing aids.