Facilitators and barriers for the use of the FM System in school-age children with hearing loss

Abstract

Objective: to analyze the facilitators and barriers to the use of the FM System in school-age children with hearing loss. Methods: a cross-sectional, observational and documentary study. Data from the children's charts and responses of their 30 teachers to a questionnaire were used in the descriptive and inferential statistical analysis. The questions were related to the use of the FM System by the child and the preparation of the teachers to use the resource. Results: out of the 30 children whose teachers answered the survey, only nine used the FM System in the classroom. Factors such as age, parents' schooling and their participation in speech therapy, as well as the teacher's knowledge about the FM System and their experience with hard of hearing children were shown to be facilitators for the use of the device as well as the consistent use of the hearing devices (hearing aids and/or cochlear implant). Conclusion: the main facilitator for the use of the FM System was the teacher's knowledge about it. Considering the importance of the use of this resource for the mainstream education of children with hearing loss, a multi-centric research is desirable for the determination of protocols to follow the adaptation and training of the school community.

Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

“…They also reported that some technologies, such as DM systems, were available but not being used or were dysfunctional. Teachers’ knowledge of classroom hearing technologies has been found to be the greatest facilitator to their use ( Miranda et al, 2018 ). Therefore, classroom teachers should be properly trained and encouraged to check regularly to ensure technological supports are working adequately.…”

“…The present findings emphasize the need to control noise levels and classroom acoustics, for the benefit of all children. Strategies that have been shown to be efficacious include providing teachers with working FM/DM systems and training on their appropriate use in the classrooms ( Miranda et al, 2018 ) and ensuring schools have the funds and capacity to support hearing technology. In addition, school acoustics could be improved through the use of, for example, sound-dampening materials in ceilings and extraneous noise reduced by implementing preventive measures such as putting tennis balls on the bottoms of chair legs ( Speech-Language & Audiology Canada, 2019 ).…”

Investigação do conhecimento de professores de escolas regulares de uma região do Distrito Federal sobre o sistema de frequência modulada

“…In addition, there is also scientific evidence that the excessive body noise of the teacher and the fear of taking the device to school are some of the justifications of children and adolescents using cochlear implants for the partial or non-use of the FM System (10) . Study published in 2018 concluded that teachers' lack of knowledge about the FM System can be a barrier to using the device in the classroom (19) .…”

O Poder Judiciário e o acesso ao Sistema de Frequência Modulada: uma análise sobre a efetivação das políticas públicas em saúde auditiva

“…Studies evaluating the outcomes of this public policy (26)(27)(28) indicated the majority of the public, comprising of children and adolescents that received the FM System were effectively using it, however, the most reported causes for not using the FM System were the device broken and the lack of support by teachers. In another study (29) , the authors found a lower number of adherence to the use of the FM System, this indicates that actions are needed in the area of health and education to make the use of this device successful and, therefore, it is essential the participation of the school, the health service, and parents for treatment adherence.…”