2021 Volume 64 Issue 1 Pages 87-95
Early detection of congenital deafness, early treatment, and cochlear implantation at an early age have led to improvements in the hearing ability, language development, and communication skills of children with hearing loss. Also, the number of hearing-impaired children who have received inclusive education in local regular schools has increased in recent years, although various problems have been pointed out. We conducted a questionnaire survey to examine the actual problems of school life in 89 persons with bilateral hearing loss who had received inclusive education from 5th grade to 25 years of age.
Most of the hearing-impaired persons had troubles during classes, especially classes that involved group learning, noise, and listening from a distance. They also had problems in learning subjects such as English, music, physical education, and problems in developing/maintaining friendships. The higher the degree of hearing loss, the more frequent pronounced? the problems were.
It is necessary to accurately grasp the situation and problems in each individual's school life and to cooperate with promote collaboration between medical care and education. In addition, the need for personalized interventions, such as communication using visual information, support staff assignment, learning support, and an approach attention to the psychological burden by experts, is suggested.
