Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

Melo, Jéssica Katarina Olímpia de; Teixeira, Cleide Fernandes; Queiroga, Bianca Arruda Manchester de

doi:10.1590/1982-0216/20212316720

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ORIGINAL ARTICLES • Rev. CEFAC 23 (1) • 2021 • https://doi.org/10.1590/1982-0216/20212316720 copy

Teachers’ knowledge on Educational Speech-Language-Hearing Pathology and the relevance of communication to learning

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

Purpose:

to investigate the teachers’ knowledge on educational speech-language-hearing pathology and the importance of auditory and linguistic skills to learning, comparing the answers of public-school teachers with those of private ones.

Methods:

an exploratory study with a mixed quantitative and qualitative approach, conducted with 25 teachers working in kindergarten and elementary school. Data were collected with a questionnaire comprising 19 closed-ended questions (which dealt with the relationship between language, hearing, and learning) and one open-ended question (which approached their knowledge on educational speech-language-hearing pathology. The quantitative data were analyzed with descriptive and inferential statistical analyses, and the qualitative ones, with theme modality content analysis.

Results:

in general, the teachers recognize the importance of hearing and language to learning, although they do not feel prepared to deal with it at school, neither do they have more specific knowledge of auditory processing. The results obtained in the open-ended question revealed an also limited knowledge on educational speech-language-hearing pathology. In this sense, their greatest source of information was some teachers’ previous experience with the work of a speech-language-hearing pathologist within the educational setting. No important differences were observed between the answers given by public school teachers and those by private ones.

Conclusion:

the teachers’ knowledge on educational speech-language-hearing pathology and the importance of hearing and language to learning is still limited, which requires more investment in the training in this field.

Keywords:
Learning; Language; Audiology; Education

	Public School		Private School
	Frequency		Frequency
	N°	%	N	%
Age group
28 - 40 years	4	26.67	4	40
41 - 50 years	8	53.33	5	50
50 - 60 years	2	13.33
≥ 60 years	1	6.67	1	10
Postgraduate studies
Specialization	13	86.67	5	50
Master’s degree	2	13.33	1	10
Doctor’s degree			1	10
No postgraduate			3	30
Time since graduation
1 - 5 years			1	10
6 - 12 years	5	33.33	4	40
13 - 20 years	4	26.67	2	20
21 - 26 years	4	26.67	1	10
≥ 26 years	2	13.33	2	20

Questions Assessed	Private School		Public School		p-valor
	Yes	No	Yes	No
	N	N	N	N
1. Does knowing the auditory system help to understand sound information processing?	10		15		-
2. Do you know the audiometric configuration represented by the speech banana?	1	9	2	13	.802
3. Do you know the auditory skills attributed to the central auditory system?	1	9	4	11	1.000
4. Did you know that the auditory processing in the left hemisphere is different from that in the right one?	7	3	5	10	.072
5. Do you know what difficulties may be associated with the auditory processing disorder?	6	4	11	4	.484
6. Did you know the effects of the central nervous system pathological mechanisms can affect central functions?	5	5	7	8	.234
7. Did you know the effects of the central nervous system pathological mechanisms can directly affect central functions in the brain?	10		9	6	***.022
8. Did you know some skills can be assessed with specific auditory tests?	7	3	10	5	.861
9. Do you believe language development can influence learning to read and write?	10		15		-
10. Do you usually observe and register the aspects that refer to your students’ speech and language?	9	1	14	1	.763
11. Do you feel prepared to observe your students’ speech and language aspects?	5	5	6	9	.622
12. Do you usually refer students with speech or language problems to a specialist?	6	4	12	3	.115
13. Does knowing about hearing and language help teachers detect students with learning problems?	10			15	-
14.Do you consider it important to know tools that would help you identify signs of learning problems?	10			15	-
15. Do you consider it important that teachers be able to early identify children with signs of learning disorder?	9	1	14	1	.763
16.Do you consider it important that teachers be prepared to identify signs of hearing and language problems?	9	1	14	1	.763

Detailed answers to questions 17, 18, and 19	N	%
17. Of the language pathologies and other problems listed below, check the ones you observe most frequently in your classroom routine.
- Stuttering	14	56
- Phonetic/phonological disorders	21	84
- Language delays	13	52
- Limited vocabulary	10	40
- Difficulty to carry out a dialogue/conversation	9	36
- Difficulty to tell a story or personal experience	9	36
18. How often do you observe these problems in your classroom
- In less than 30% of the students	21	84
- From 31 to 60% of the students	3	12
- In more than 61% of the students	-	-
19. Of the language pathologies, which ones do you believe are most related to problems with learning to read and write
- Stuttering	10	40
- Phonetic/phonological disorders (speech sound errors)	18	72
- Language delays	14	56
- Limited vocabulary	11	44
- Difficulty to carry out a dialogue /conversation	4	16
- Difficulty to tell a story or personal experience	7	28

ABRAMO Associação Brasileira de Motricidade Orofacial Rua Uruguaiana, 516, Cep 13026-001 Campinas SP Brasil, Tel.: +55 19 3254-0342 - São Paulo - SP - Brazil
E-mail: revistacefac@cefac.br

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[1] Corresponding address: Jéssica Katarina Olímpia de Melo, Rua Agronômica, n. 28, Água-Fria, Recife/PE - CEP: 52211-680, E-mail: jessicakolimpia@gmail.com