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Participation in regular classroom of student with hearing loss: frequency modulation System use Translated title: Participação em sala de aula regular do aluno com deficiência auditiva: uso do Sistema de frequência modulada

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      Abstract

      PURPOSE: Translate and adapt to Portuguese the Classroom Participation Questionnaire (CPQ) and compare the participation in regular classroom of students with hearing impairment with and without the use of frequency modulation (FM) System.METHODS: The translation and adaptation of CPQ included the translation into Portuguese, linguistic adaptation and review of grammatical and idiomatic equivalences. The questionnaire was administered to 15 children and teenagers using hearing aids (HA) and/or cochlear implant (CI), fitted with personal FM System.RESULTS: The translation of the English CPQ into the Portuguese instrument resulted in the "Questionário de participação em sala de aula" with the same number of questions as the original version; regarding linguistic adaptation, no difficulty was observed in the understanding of the items proposed in the application for students with hearing loss.CONCLUSION: The CPQ instrument was translated and culturally adapted for the Brazilian population, being named "Questionário de participação em sala de aula"in the Portuguese version. The study contributes to observation and monitoring of participation in regular classroom of students with hearing impairment using FM System. In general, students reported increased confidence and participation in the classroom with the use of FM System.

      Translated abstract

      OBJETIVO: Traduzir e adaptar para o Português o questionário Classroom Participation Questionnaire(CPQ) e comparar a participação em sala de aula regular do aluno com deficiência auditiva com e sem o uso do Sistema de frequência modulada (FM).MÉTODOS: A tradução e adaptação do questionário CPQ incluiu tradução para o Português, adaptação linguística e revisão das equivalências gramatical e idiomática. O questionário foi aplicado em 15 crianças e adolescentes usuários de aparelho de amplificação sonora individual (AASI) e/ou implantes cocleares (IC), adaptados com Sistema de FM pessoal.RESULTADOS: A tradução do CPQ do Inglês para o Português resultou no instrumento "Questionário de participação em sala de aula" com o mesmo número de questões da versão original; quanto à adaptação linguística, não foi observada dificuldade na compreensão dos itens propostos na aplicação em alunos com deficiência auditiva.CONCLUSÃO: O instrumento CPQ foi traduzido e adaptado culturalmente para a população brasileira, sendo nomeado "Questionário de participação em sala de aula" na versão em Português. O estudo contribui para observação e acompanhamento da participação em sala de aula regular do aluno com deficiência auditiva usuário do Sistema de FM. De maneira geral, os alunos informaram maior confiança e participação em sala de aula com o uso do Sistema de FM.

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      Most cited references 24

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      Política Nacional Educação Especial na Perspectiva da Educação Inclusiva

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        Tradução e adaptação transcultural de instrumentos estrangeiros para o Português Brasileiro (PB)

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          Treatment efficacy: hearing loss in children.

          This article provides a review of the topic of treatment efficacy for children with hearing loss. Efficacy is related to a wide range of treatment goals in the areas of sensory and perceptual skill development, language development (regardless of communication modality), speech-production skill development, academic performance, and social-emotional growth. Topics addressed in this article include (a) the definition of hearing loss in children; (b) incidence and prevalence data; (c) the effects of childhood hearing loss on daily life, including language and literacy, speech perception and production, socialization and family dynamics; (d) the role of audiologists and speech-language pathologists in managing children with hearing loss; and (e) a summary of pertinent efficacy research for children with hearing loss. The analysis of the available research suggests that (a) early intervention for children who are deaf or hard of hearing has long-term positive effects on overall development; (b) a variety of communication modalities exist for this population, and research to date has been more descriptive than prognostic on the choice of modality; (c) sensory aids (hearing aids, tactile aids, and cochlear implants) provide different degrees of benefit for children in the areas of speech perception, production, and language development, depending upon the extent of their hearing loss; (d) few studies have addressed rates of learning and long-term outcomes, but existing data suggest that enriched programs provide some children with hearing loss with the ability to overcome developmental lags in language and academic skills.
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            Author and article information

            Affiliations
            [1 ] Universidade de São Paulo Brazil
            [2 ] Universidade de São Paulo Brazil
            Contributors
            Role: ND
            Role: ND
            Role: ND
            Role: ND
            Role: ND
            Role: ND
            Journal
            codas
            CoDAS
            CoDAS
            Sociedade Brasileira de Fonoaudiologia (São Paulo )
            2317-1782
            July 2014
            : 26
            : 4
            : 308-314
            S2317-17822014000400308
            10.1590/2317-1782/201420130027

            http://creativecommons.org/licenses/by/4.0/

            Product
            Product Information: SciELO Brazil
            Categories
            AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY
            REHABILITATION

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