This edition’s column was inspired by Gael Hannen’s most recent article, “A Client’s Rant”, which reminded me that it’s so important for clients to express how hard it is to have a hearing loss, and for professionals to acknowledge this.
Now that schools are back to in-person learning, I encounter many statements, both from individuals and in the media, expressing the general sentiment “kids are resilient, they’ll bounce back”. Research is emerging on how students have weathered the pandemic academically, while those of us who work in schools have our own observations of how students…
This article is a continuation from the previous column in issue #4 of CanadianAudiologist.ca, but this time around, concentrating on the non-auditory effects of noise in the classroom for students, rather than for teachers.
In the last edition of Canadian Audiologist Pam wrote how high noise levels in classrooms have not improved much over the years. However, there are other overlooked ways in which high noise levels impact student and teacher health and well-being at school.
It seems as though educational audiologists have been talking about noise levels in classrooms for decades, but have we made any progress in reducing them?
A crucial part of any audiological assessment is the provision of recommendations to support student learning. While many of our recommendations have a solid theoretical foundation, research on their efficacy is sometimes scant or contradictory.
Pam Millett takes a trip down memory lane with Carolyne Edwards to talk about the early days of educational audiology in Ontario and answer some of questions about the evolution of educational audiology over the years.
We have now all survived a full year of school during a pandemic – what have we learned? What lessons can we take forward into the next year of uncertainty, given that Ministries of Education across Canada have released back-to-school plans which assume in-person learning?
As audiologists and speech-language pathologists, support and collaboration with Teachers of the Deaf is vital to ensure the hard work we do to identify children early and give them a solid foundation for communication and academic success does not fall apart due to a lack of school services.
In 2004, Gina Oliva, published the book Alone in the Mainstream: A Deaf Woman Remembers Public School and posits that mainstreaming is not always positive and that there are significant downsides concerning social relationships and identity – is this still true today?