Abstract:

Online and other digital learning practices have become increasingly prevalent in education worldwide. However, students with disabilities often face unique challenges in adapting to these new educational approaches. Adolescents with varying degrees of hearing loss (HL) might experience distinct challenges arising from the lack of face-to-face communication and the introduction of new digitalized procedures and technologies such as virtual learning, which entails demands on video and sound quality for students with HL. These circumstances contribute to the risks of inadequate communication, deficient school support, poorer school achievement, social isolation, and increased mental health strain. However, online, and other digital education practices also hold significant potential for offering unique communication, assistance, and participation opportunities for adolescents with HL.

In the present study we investigate the availability and usage of online and other forms of digital learning platforms among adolescents with HL in Sweden, Norway, and Finland. Additionally, we aim to document and analyse the impact of online and other forms of digital education on the mental health, social inclusion, and academic performance of these students. Data collection started in June 2023 and will be ongoing for six months. We are collecting data by using online questionnaires, and enrolling adolescents aged 13-19 years with HL as well as their parents. A randomized control group of hearing, same aged peers is also included. Data include detailed information about audiological and psychological aspects of development, such as hearing level, language environment, social cognition, and well-being. Pedagogical aspects include information on digital resources, their usage, and digital skills, online as well as real life school experience, and academic performance of the students.

Our aim for the conference is to present preliminary results regarding the use of digital education in three Nordic countries, its impact on adolescents with HL compared to their typically hearing peers, and factors that might moderate or mediate the effects of digital learning. During our analysis, we will employ descriptive statistics to summarize the data and correlational analyses to explore relationships between different variables. We will investigate factors that moderate the impact of digital education on the well-being and academic performance of adolescents with HL, as well as identify variables that mediate the relationship between digital education and outcomes of interest, considering the potential variation among the three countries involved. We will also relate our findings to the different degrees of HL, the adolescents’ use of various hearing instruments, their need for special education as well as to the socio-demographic data collected.

The findings of this study will contribute to designing appropriate teaching and learning practices and provide general guidelines for educational policies tailored to the needs of students with HL. They deserve special attention to avoid digital learning contexts and teaching methods creating barriers to their learning, social inclusion, and mental well-being. By addressing this critical issue, we aim to improve the educational outcomes and overall quality of life of the students with HL.

Keywords:

School experience, online/digital education, academic achievement, social inclusion, mental health, hearing loss.