Survey of collaboration supporting students who are deaf and hard of hearing.
Samantha J Gustafson, Elsa Newsome, Nicole Pilling and 1 others
PMID 38409739WHAT IT FOUND
Educational audiologists and teachers of students who are deaf or hard of hearing overwhelmingly value collaboration, viewing it as essential for student success and job ease.
However, limited time and resources remain the primary barrier, with many professionals lacking direct access to one another.
Key findings
01Among respondents with access to the other profession, nearly all reported collaborating, with email being the most common method.
02Limited time and resources were the most frequently selected barrier to collaboration for both professions.
03Approximately 18% of teachers of students who are deaf or hard of hearing reported having no access to an educational audiologist.
STILL TO COME
How it was doneWhat they foundWhat it means for SLPs
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What it does not show
The study relied on self-reported data, which may be subject to bias. Respondents were likely already engaged in or knowledgeable about collaboration, potentially skewing results toward more positive outcomes. The survey did not define 'collaboration,' allowing respondents to interpret it based on their own experiences. The sample was primarily from the United States, limiting generalizability to other countries.
Declared interests
The work was supported by a Noel D Matkin Grant from the Educational Audiology Association and the National Center for Advancing Translational Sciences of the National Institutes of Health.
The easy way to misread this
Do not assume that the high rates of collaboration reported apply to all professionals. The sample was recruited through channels likely to attract those already interested in or engaged with collaboration, so actual rates in the broader population may be lower.