Postgraduate Course: Audiology and Audiometry (EDUA11238)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to equip the teacher with sufficient knowledge and skills to be able to interpret audiological information and assess the provision of audiological support to the deaf child. The course places value on the views of d/Deaf consumers and aims to provide the teacher with an understanding of how audiological practice can be located within a linguistic access framework.
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| Course description |
a. Anatomy and physiology of the ear
b. Causes and types of deafness
c. The nature of sound
d. Diagnostic and assessment procedures in assessing hearing
e. The nature and practical implications of Newborn Hearing Screening
f. Principles and practices of audiometry including interpretation of audiograms, typmanomtry, speech audiometry and free-field speech testing
g. Aids to hearing including hearing aids, cochlear implants, radio systems and assistive listening devices
h. Current research for example in relation to cochlear implantation and effectiveness of digital hearing aids
i. Audiology in context: vieiwing audiology from different perspectives including Deaf perspectives and taking into account issues of linguistic access.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Students will need to buy a listening and hearing aid care kit, or their employers should provide this. Approximate cost from Connevans £17. |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the principal concepts and principles in audiology and audiometry.
- Be able to use a range of specialized audiology skills in a wide variety of professional contexts with deaf young people, parents and a range of professionals.
- Apply critical analysis, evaluation and synthesis to audiological issues informed by current developments, a range of perspectives and research in the sector.
- Practise as a teacher of deaf children in ways which draw on critical reflection on own and others¿ roles and responsibilities in Health and Education.
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Reading List
Archbold & Mayer (2012) Archbold, S. & Mayer, C. (2012) Deaf Education: The Impact of Cochlear Implantation? Deafness and Education International (14) 1, pp. 2-15
Auriemmo, J., Keenan, D., Passerieux, D. & Kuk, F. 2005. Assessing FM transparency, FM / HA ratio with digital aids. The Hearing Journal, 58, 30-32.
Boothroyd (2012) Speech Perception in the Classroom, In J. Smaldino & C. Flexer Handbook of acoustic accessibility: best practices for listening, learning, and literacy in the classroom, New York: Thieme.
Borders, C., Barnett, D. & Bauer, A. (2010) How Are They Really Doing? Observation of Inclusionary Classroom Participation for Children With Mild-to- Moderate Deafness J. Deaf Stud. Deaf Educ. 15(4): 348-357
De Raeve, L., Archbold, S. & Diller, G. (2013) Maximising the Benefits from Bilateral Implantation, in Therapy, at Home and at School. Deafness and Education International 15 (1) 52 - 68.
Dockrell, J.; Shield, B; Bacon, S; Lansing, C. (2012) The Impact of Sound-Field Systems on Learning and Attention in Elementary School Classrooms Journal of Speech, Language & Hearing Research. Vol. 55 Issue 4, p1163-1176.
Ear Foundation (2012) The Views and Experiences of Young People using FM Technology: a study by interviews. http://www.earfoundation.org.uk/files/download/479
Fitzpatrick,E., Olds, J., Gaboury, I., McCrae, R.Schramm, D. & Durieux-Smith, A. (2012) Comparision of outcomes in children with hearing aids and cochlear implants, Cochlear Implants International, Vol. 13 (1), pp. 5-15.
Flexer,C. (2011) Cochlear implants and neuroplasticity: linking auditory exposure and practice. Cochlear Implants International. Vol. 12 Supplement 1, pp S19-21
Flexer, C. (2004) Soundfield technology: enhancing listening, literacy and learning for all children. Hearing Loss Sept / Oct.
Gordon et al (2011) What is the optimal timing for bilateral cochlear implantation in children? Cochlear Implants International. Vol. 12 S 2.
Keogh, T., Kei, J.,Driscoll, C. & Khan, A. (2010) Children with minimal conductive hearing impairment: speech comprehension in noise. Audiology & Neuro-otology. 15: 27 ¿ 35
Lyness, C., Woll, B., Campbell, R. & Cardin, V. (2013) How does visual language affect cross modal plasticity and cochlear implant success? Neuroscience & Biobheavioural Reviews, 37 (10) 2621 - 2630
Maltby, M. & Knight, P. (2000) Audiology: an Introduction for Teachers and other Professionals : Chapter 2 ¿ the Physics of Hearing. London: David Fulton
McCracken, W. and Laoide-Kemp, S. (1997) Audiology in Education. London: Whurr. Appendix B Speech Perception; Appendix C Hearing Aid Check.
McCracken, W. & Turner, O. (2012) Deaf Children with Complex Needs: Parental Experience of Access to Cochlear Implants and Ongoing Support, Deafness and Education International. 14 (1) pp. 22-35
McCormick, B. (Ed.) Paediatric Audiology (1993) (3rd edition), London: Whurr Moord, B. C. 2003. An introduction to the psychology of hearing, Academic press
San Diego. Scottish Government (2009) Quality Standards for Paediatric Audiology
Scottish Sensory Centre (2011) Scottish Standards for Deaf Children (0-3)
Sillon, M., Vieu, a., Piron, J., Rougier, R., Broche, M., Artieres-Reuillard, F., Mondain, M. & Uziel, A. (1996) The management of cochlear implant children, In: Dianne Allum (ed.) Cochlear implant rehabilitation in children and adults. London: Whurr.
Stiles, D; Bentler, R.; McGregor, K. (2012) The Speech Intelligibility Index and the Pure-Tone Average as Predictors of Lexical Ability in Children Fit With Hearing Aids Journal of Speech, Language & Hearing Research. Vol. 55 Issue 3, p764-778.
Thoutenhoofd, E., Archbold, S.,Gregory, S.,Lutman, M., Nikolopoulos, T. & Sach,T. (2005), Paediatric Cochlear Implantation, evaluating outcomes. London: Whurr.
Wood, S. (1993) Chapter 6: Pure Tone Audiometry, In: Barry McCormick (Ed.) Paediatric Audiology 0 ¿ 5 years. London: Whurr.
Woll, B. (2012) Speechreading revisited. Deafness and Education International. 14 (1) 16 ¿ 21,
Wright, A (1993) Chapter 2: Structure of the ear, In: John Ballantyne, M. Martin & A. Martin. Deafness. London: Whurr
Yoshinago-Itano, C. (2003) From Screening to Early Identification and Intervention: Discovering Predictors to Successful Outcomes for Children With Significant Hearing Loss, Journal of Deaf Studies and Deaf Education 8:1 pp. 11-30.
Yosinaga-Itano, C. (2014) Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing. Journal of Deaf Studies and Deaf Education, 19(2): 143-175.
Young et al (2005) Informed Choice, deaf children and families. Electronic journal of research into educational psychology. No. 7. Vol 3 (3) pp 253 - 273
Zupan, B. (2013) The role of audition in audiovisual perception of speech and emotion in children with hearing loss. In: P. Belin, S. Campanella & T. Ethafer, Integrating Face and Voice in Person Perception, NY: Springer. E-book.
Online journals for this course
American Annals of the Deaf American Journal of Audiology Audiology and neuro-otology Cochlear Implants International Deafness and Education International Ear and hearing (only till 2003) European Archives of Oto-Rhino-Laryngology Hearing Journal
Hearing Research International Journal of Audiology Journal of Deaf Studies and Deaf Education Journal of Speech, language and hearing research Language, speech and hearing services in schools O.R.L. Journal for oto-rhino-laryngology
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Additional Information
| Graduate Attributes and Skills |
Students learn technical skills on this course: reading scientific instruments accurately, understanding complex graphs and charts and applying insights from audiology and audiometry to their work as a teacher of deaf children. There is some numeracy involved. |
| Special Arrangements |
Students will need to arrange visits to their local paediatric audiology clinic, and where possible to shadow educational audiologists or qualified teachers of deaf children who are experienced with audiological issues. |
| Additional Class Delivery Information |
Practical sessions included in both course blocks with opportunities to practise audiology tasks arranged with students and their mentors. |
| Keywords | audiology audiometry linguistic access |
Contacts
| Course organiser | Ms Rachel O'Neill
Tel: (0131 6)51 6429
Email: rachel.oneill@ed.ac.uk |
Course secretary | Mrs Susan Scott
Tel: (0131 6)51 6573
Email: Susan.Scott@ed.ac.uk |
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