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

Miranda, Emanuella Silva; Brazorotto, Joseli Soares

doi:10.1590/1982-021620182055118

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ORIGINAL ARTICLES • Rev. CEFAC 20 (5) • Sep-Oct 2018 • https://doi.org/10.1590/1982-021620182055118 copy

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

Authorship SCIMAGO INSTITUTIONS RANKINGS

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.

Keywords:
Hearing Loss; Students; Mainstreaming (Education); Hearing Aids; Faculty

Child	Age (yr/m)	Kind of Device	Hearing Age	HA(s) use (mean between the ears)	Education	FM System use in classroom (According to the teacher)
1	12.9m	Bilateral HA	2yr9m	9.1	Elementary. II	No
2	13.1m	Unilateral HA (LE)	4yr3m	8.6	Elementary. II	No
3	9.7m	Bilateral HA	4yr1m	12	Elementary. I	Yes
4	11.7m	Unilateral HA (LE)	0y8m	2.1	Elementary. II	No
5	6.11m	CI and AASI	4yr10m	8	Elementary. I	No
6	13.7m	Bilateral HA	4yr0m	9	Elementary. II	No
7	8.0m	Bilateral HA	3yr0m	9	Elementary. I	Yes
8	10.3m	CI and AASI	7yr8m	10.1	Elementary. I	No
9	8.6m	Bilateral HA	2yr10m	6	Elementary. I	No
10	12.1m	Bilateral HA	6yr7m	10	Elementary. II	No
11	8.9m	Bilateral HA	1y1m	6	Elementary. I	No
12	12.4m	Unilateral HA (LE)	5yr8m	10	Elementary. II	Yes
13	10.9m	CI bilateral	8yr0m	12	Elementary I	Yes
14	9.2m	Bilateral HA	3yr2m	9	Elementary II	Yes
15	4.5m	Bilateral HA	1y10m	5	Preschool	Yes
16	6.4m	CI and HA	5yr4m	12	Elementary I	Yes
17	6.0m	Bilateral HA	1y4m	7	Preschool	No
18	11.4m	Bilateral HA	5yr0m	9.2	Elementary II	No
19	3.0m	Bilateral HA	1y0m	6	Preschool	No
20	9.11m	Bilateral HA	9yr4m	5	Elementary. I	Yes
21	6.6m	CI and HA	4yr3m	10	Elementary I	No
22	12.3m	Bilateral HA	4yr4m	3	Elementary II	No
23	10.3m	CI and HA	5yr5m	12	Elementary I	No
24	8.6m	CI bilateral	8yr2m	13	Elementary I	No
25	14.2m	Bilateral HA	4yr4m	10	Elementary II	Yes
26	11.9m	Bilateral HA	2yr11m	11	Elementary. II	Yes
27	6.7m	Bilateral HA	0y0m	0	Elementary. I	No
28	12.8m	Bilateral HA	7yr8m	12	Elementary. II	No
29	12.7m	Bilateral HA	10yr6m	14.3	Elementary. II	No
30	10.5m	Bilateral HA	8yr1m	10.2	Elementary. I	No

Teacher	Age (y)	Academic Degree	Post-graduation (specialization)	Knows the FM System
1	28	Pedagogy	Psycho-pedagogy	Yes
2	32	Pedagogy	Management	No
3	45	Pedagogy	Special-education	Yes
4	34	Language - Portuguese	Linguistics	No
5	29	Pedagogy	Does not have	No
6	38	Pedagogy	Special-education	Yes
7	28	Pedagogy	Special-education	No
8	57	Pedagogy	Does not have	No
9	35	Pedagogy	Special-education	Yes
10	35	Language - Portuguese	Does not have	No
11	28	Pedagogy	Management	Yes
12	38	Biology	Environmental-education	Yes
13	29	Pedagogy	Psycho-pedagogy	Yes
14	28	Pedagogy	Psycho-pedagogy	Yes
15	36	Pedagogy	Psycho-pedagogy	No
16	38	Pedagogy	Special-education	Yes
17	31	Pedagogy	Special-education	No
18	28	Geography	Does not have	No
19	27	Pedagogy	Educação e Transdisciplinaridade	No
20	37	Pedagogy	Children’s Education	Yes
21	44	Pedagogy	Does not have	No
22	46	Language - Portuguese	Special-education	Yes
23	32	Pedagogy	Children’s Education	Yes
24	33	Pedagogy	Sign Language	Yes
25	28	Mathematics	Portuguese and Mathematics teaching	Yes
26	36	Language - Portuguese	Does not have	Yes
27	36	Pedagogy	Children’s Education	No
28	43	Language - Portuguese	Does not have	Yes
29	34	History	Sociology	No
30	29	Pedagogy	Psycho-pedagogy	Yes

Does the student use the FM system in class?							p-value
	Yes		No		Total
	N	%	N	%	N	%
HA use (Data loging)	9	1	20	1	29**	1	0.22
Very insuficiente	1	11.1%	3	15.0%	4	13.8%
Insufficient	0	0.0%	5	25.0%	5	17.2%
Enough	8	88.9%	12	60.0%	20	69.0%
Hearing Category	9	1	21	1	30	1	0.86
1	0	0.0%	1	5.0%	1	3.4%
2	0	0.0%	1	5.0%	1	3.4%
3	1	11.1%	1	5.0%	2	6.9%
4	1	11.1%	2	10.0%	3	10.3%
5	2	22.2%	7	35.0%	9	31.0%
6	5	55.6%	9	40.0%	14	44.8%
Language Category	9	1	21	1	30	1	0.82
1	0	0.0%	1	5.0%	1	3.4%
2	1	11.1%	2	10.0%	3	10.3%
3	1	11.1%	3	15.0%	4	13.8%
4	2	22.2%	7	35.0%	9	31.0%
5	5	55.6%	8	35.0%	13	41.4%
Age of the responsible	9	1	21	1	30	1	0.40
From 20 to 40 years old - Young adult	6	66.7%	17	81.0%	23	76.7%
From 40 to 60 years old - Middle age	3	33.3%	4	19.0%	7	23.3%
Education level of the responsible	9	1	21	1	30	1	0.26
Elementary School finished	2	22.2%	3	14.3%	5	16.7%
High School finished	5	55.6%	17	81.0%	22	73.3%
Graduation Finished	2	22.2%	1	4.8%	3	10.0%
Income of the responsible	9	1	21	1	30	1	0.20
Low	5	55.6%	18	85.7%	23	76.7%
Average	3	33.3%	2	9.5%	5	16.7%
High	1	11.1%	1	4.8%	2	6.7%
Average Family Involvement Scale	9	1	21	1	30	1	0.66
Bad participation	1	11.1%	4	19.0%	5	16.7%
Intermediate participation	5	55.6%	13	61.9%	18	60.0%
Good participation	3	33.3%	4	19.0%	7	23.3%
Teacher's Formation	9	1	21	1	30	1	0.33
Pedagogy	6	66.7%	15	71.4%	21	70.0%
Language-portuguese	1	11.1%	4	19.0%	5	16.7%
Biology	1	11.1%	0	0.0%	1	3.3%
Mathematics	1	11.1%	0	0.0%	1	3.3%
Geography	0	0.0%	1	4.8%	1	3.3%
History	0	0.0%	1	4.8%	1	3.3%
Specialization	9	1	21	1	30	1	0.55
Psycho-pedagogy	2	22.2%	3	14.3%	5	16.7%
School Management	0	0.0%	2	9.5%	2	6.7%
Special Education	3	33.3%	4	19.0%	7	23.3%
Environmental Education	1	11.1%	0	0.0%	1	3.3%
Linguistics	0	0.0%	1	4.8%	1	3.3%
Education and Transdisciplinarity	0	0.0%	1	4.8%	1	3.3%
Children Education	1	11.1%	2	9.5%	3	10.0%
Sign language	0	0.0%	1	4.8%	1	3.3%
Portuguese and Mathematics teaching	1	11.1%	0	0.0%	1	3.3%
Sociology	0	0.0%	1	4.8%	1	3.3%
Does not have	1	11.1%	6	28.6%	7	23.3%
Teacher’s age	9	1	21	1	30	1	0.59
Young adult	8	88.9%	17	81.0%	25	83.3%
Middle age	1	11.1%	4	19.0%	5	16.7%
Has already worked with children with hearing loss	9	1	21	1	30	1	0.13
Yes	7	77.8%	10	47.6%	17	56.7%
No	2	22.2%	11	52.4%	13	43.3%
Has special education training	9	1	21	1	30	1	0.52
Yes	5	55.6%	9	42.9%	14	46.7%
No	4	44.4%	12	57.1%	16	53.3%
Knows the FM system	9	1	21	1	30	1	0.003*
Yes	9	100.0%	9	42.9%	18	60.0%
No	0	0.0%	12	57.1%	12	40.0%

Variables inserted in Regression model	OR	CI		p-value RL
Variables inserted in Regression model	OR	Inf	Sup	p-value RL
Age of the responsible
Young adult	3.28	0.35	30.81	0.29
Middle age	-	-	-	-
Education level of the responsible
Elementary	-	-	-	-
High School	1.68	0.16	18.21	0.66
College	0	0	0	-
Family Involvement
Bad	-	-	-	-
Average	5.04	0.21	118.47	0.32
Good	6.65	0.21	206.78	0.28
Previous experience with children with hearing loss
No	-	-	-	-
Yes	7.000	0.553	88.538	0.133
Teacher training in Special Education
No	-	-	-	-
Yes	0.40	0.03	4.71	0.47

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[1] Corresponding address: Joseli Soares Brazorotto, Rua Monsenhor Severiano, 547, apto 801, Petrópolis, CEP: 59020-080 - Natal, Rio Grande do Norte, Brasil, E-mail: brazorotto@yahoo.com