Across Curriculums: A Need for Audiology Instruction for Teachers of the Deaf and Hard of Hearing

Objective: The purpose of this project is to gain insight into the requirements of teacher education programs with regard to instruction in audiology for teachers of the deaf and hard of hearing. Though individual teacher preparation programs have vast differences as they pertain to philosophy and methodology, graduates of each of these programs seek to work with children with hearing loss and therefore should have more than a basic understanding of audiology. Method: The websites and course catalogs (when available) were reviewed for the 48 graduate programs listed on DeafEd.net. Data was collected on courses with the term “audiology” in the title as well as those that were likely to feature audiologic concepts, including counseling and collaboration. Results: Approximately half of the graduate Deaf Education programs currently offer a course in audiology, with some of them focusing on specifics, such as amplification or aural rehabilitation. A greater number of programs offered courses that featured audiologic concepts, including counseling and collaboration, with some programs offering multiple courses. Discussion: Although half of the deaf education programs reviewed offer a course in audiology, a trend was noted in the types of programs that seem to prioritize audiology and related courses. Conclusion: There is a need for a comprehensive and standardized audiology for deaf educators course within the teacher preparation programs. Not only would this course meet many of the Council on Exceptional Children’s standards, but it would also prepare educators to better service their students. Teachers would gain a deeper understanding regarding the cause and type of hearing loss their students have, and learn how to maximize their potential in the classroom by manipulating the environment and effectively troubleshooting student technology. With current trends in deaf education, such a course would be particularly beneficial for itinerant teachers and ultimately for all professionals who teach in an inclusive classroom setting