Problems experienced by children using hearing aids in distance education (EBA ETC.)

In addition to hearing loss that occurs in early childhood, another problem experienced may be language and speech retardation. The retardation in language development to be experienced depending on the period of hearing loss may lead to failures in the social and educational life of the child. The type, degree and unilateral/bilateral hearing loss encountered in these three periods, namely prelingual, perilingual and postlingual periods, are also important. Hearing loss that may occur in the prelingual period and that the characteristic features of the language cannot be learned is not so effective in the perilingual period. However, it still causes a difference between language age and chronological age. Hearing loss that occurs in the postlingual period is the least affected in terms of language and speech development. Articulation and/or rhythm disorders may be observed. Regardless of the period in which it occurs, children with hearing loss should be equipped early. Behind-the-ear (BTE) hearing aids are the most suitable device type for the pediatric group with incomplete ear development. The use of bilateral hearing aids is very important according to the financial situation and level of consciousness of the family. Auditory rehabilitation is also of great importance in the pediatric group, where continuous controls and device adjustment and the benefit from the device should be determined. While education life is difficult for children who use hearing aids or other assistive devices compared to other children, there is a distance education factor that arises due to the bid period conditions. Purpose: In distance education, children are educated through technological devices such as television, computer, tablet or phone. In our study, the problems experienced by children with hearing loss in distance education are discussed. Patients and Methods: 100 children aged 7-14 years with bilateral sensorineural hearing loss and bilateral hearing aids were included in the study. A questionnaire consisting of 20 questions prepared by the researcher was applied to the children who had a hearing test in the last 6 months. The data collected from the applied questionnaire were evaluated with the SPSS (Statistical Program in Social Sciences) 25 program. Results: According to the degrees of hearing loss, understanding what is spoken in the lesson (p=0.001), problem due to not seeing the teacher (p=0.001), the effect of the number of speakers in the lesson (p=0.001), communication with friends (p=0.037), question and answer in the lesson (p=0.001) ), behavior in the lesson (p=0.001), willingness to attend the lesson (p=0.001), reason for reluctance (p=0.001), and distance education period behavior status (p=0.001). For hearing loss onset time (prelingual, perilingual, postligual), understanding what is spoken in the lesson (p=0.027), communication with friends (p=0.001), behavior in the lesson (p=0.001), change in course success (p=0.001), willingness to attend the lesson (p=0.001). A statistically significant difference was found according to the distribution of p=0.003), the reason for reluctance (p=0.001), and the behavior status of the distance education period (p=0.001). For the time to start using hearing aids (right after the diagnosis, a few years after the diagnosis, long after the diagnosis), the problem due to not seeing the teacher (p=0.0043), understanding what is spoken in the lesson (p=0.020), communication with friends (p=0.016), A statistically significant difference was found in terms of question-answer (p=0.001), behavior in the lesson (p=0.001), change in course success (p=0.001), willingness to attend the lesson (p=0.001), reason for reluctance (p=0.001). Conclusion: While there were significant differences according to the degree of hearing loss, onset of hearing loss and time of use of the hearing aid, no significant difference was found according to age and gender. Since the problems experienced by individuals with hearing loss in face-to-face education and distance education are not mentioned much in the literature, it is aimed to shed light on the literature.