D/deaf and hard-of-hearing young adults with intellectual disability?s experience of and their caregivers' and audiologists? perceptions of aural rehabilitation practices and tools utilized at schools for the D/deaf in Western Cape Province, South Africa

Mashologu, Sandiswa

D/deaf and hard-of-hearing young adults with intellectual disability?s experience of and their caregivers' and audiologists? perceptions of aural rehabilitation practices and tools utilized at schools for the D/deaf in Western Cape Province, South Africa

Thesis / Dissertation

2023

Abstract

Background: Hearing loss is one of the leading causes of disability worldwide. Aural rehabilitation may aid in reducing participation barriers and facilitating improved personal and environmental strategies to mitigate the disabling effects of hearing loss. It has been documented in research that there is limited literature available on aural rehabilitation practices and tools available for D/deaf and hard-ofhearing children and adolescents with an intellectual disability. Available literature on this topic showed that studies were mostly conducted in high-income countries, with no research studies conducted in South Africa. Aim: This study aimed to explore aural rehabilitation practices and tools utilized with D/deaf and hard-of-hearing children and adolescents with a coexisting intellectual disability in public schools for D/deaf in the Western Cape, South Africa. Methods: An exploratory qualitative research design was chosen for this study to gather information and explore participants' experiences and perceptions of aural rehabilitation practices and tools utilized by them or on them. Semi-structured interviews were conducted with three audiologists to gather information on their perceptions and experiences of aural rehabilitation practices and tools utilized with D/deaf and hardof-hearing children with an intellectual disability. Semi-structured interviews were also done with four Deaf young adults with a coexisting intellectual disability, as well as two caregivers and two parents of these young adults, to gather information on their experiences and perceptions of aural rehabilitation practices and tools that were utilized on them. Results: The scoping review findings indicate that management plans should be individualized and tailored to the child's specific needs, and practices and counselling should be family centred, particularly as inclusion of family members can provide practice in and improve communication at home with their child. Review findings also support consideration of cochlear implants as a treatment option for rehabilitation for deaf and hard-ofhearing children and adolescents with intellectual disability. From the data collected during the interviews there were four themes highlighted: (1) counselling (2) tools, which included three subthemes of hearing aids, cochlear implants as well as scales, checklists, and questionnaires (3) practices and (4) accessibility of audiology services. Discussion: Aural rehabilitation practices and tools that are utilized on D/deaf and hard-of-hearing children and adolescents without an additional disability are also utilized on D/deaf and hard-of-hearing children and adolescents with an intellectual disability in South Africa, even though their speech and language outcomes are generally poorer. The severity of intellectual disability is a major factor influencing this population's speech, language, and auditory outcomes. The findings of this study indicate that aural rehabilitation practices and tools should be selected based on the needs of the child or adolescent, and a family-centred approach to aural rehabilitation should be encouraged. Further, there is a significant need for additional research focusing on aural rehabilitation practices and tools utilized on this population in other settings within the South African context. Conclusion: To conclude it is a clear that there is aural rehabilitation practices and tools that are applicable for this population although one must consider that this population presents with unique needs thus they require more support than D/deaf and hard-ofhearing children and adolescents without an additional disability. Furthermore, there is gap in research relating aural rehabilitation practices and tools for this population

Keywords

Intellectual Disability

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