ABSTRACT

The academic achievement of deaf and hard-of-hearing (DHH) students depends on the interaction of many factors, including student and family characteristics and experiences inside and outside school. Several questionnaires have previously been designed for evaluating the listening skills of deaf English-speaking children in school environments. This study's objective was to validate an Arabic questionnaire to evaluate deaf Egyptian Arabic-speaking children's listening skills. The Arabic questionnaire for listening skills in the school environment was adapted by translating items from an English questionnaire into Arabic. The questionnaire was administered to 70 Arabic-speaking Egyptian children 7–12 years, including 30 children with typical hearing, 30 deaf children fitted with hearing aids, and ten deaf children with cochlear implants. Typical hearing children demonstrated the best performance with a non-significant difference between children who use cochlear implants and hearing aids. The degree of hearing loss and language therapy duration were the best predictors of deaf Egyptian children's listening skills. The adapted Arabic questionnaire is a valid and reliable functional assessment tool that can be used to evaluate and monitor Arabic-speaking deaf students’ listening skills in the school environment.

摘要

失聪和听障 (DHH) 学生的学业成绩取决于许多因素的相互作用，包括学生和家庭的特征以及校内和校外的经历。之前已经设计了几份问卷来评估学校环境中讲英语的聋哑儿童的听力技能。本研究的目的是验证一份阿拉伯语问卷，以评估失聪的埃及阿拉伯语儿童的听力技能。通过将英语问卷中的项目翻译成阿拉伯语来调整学校环境中听力技能的阿拉伯语问卷。该问卷调查了 70 名 7-12 岁的讲阿拉伯语的埃及儿童，其中包括 30 名具有典型听力的儿童、30 名配备助听器的失聪儿童和 10 名植入人工耳蜗的失聪儿童. 典型的听力儿童表现出最佳表现，使用人工耳蜗和助听器的儿童之间没有显着差异。听力损失程度和语言治疗持续时间是埃及失聪儿童听力技能的最佳预测指标。改编后的阿拉伯语问卷是一种有效且可靠的功能评估工具，可用于评估和监测在学校环境中讲阿拉伯语的聋哑学生的听力技能。