Utilização do sistema de microfone remoto por estudantes com deficiência auditiva

• Ano de defesa: 2021
• Autor(a) principal: Esturaro, Giovana Targino
• Orientador(a): Novaes, Beatriz Cavalcanti de Albuquerque Caiuby
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Fonoaudiologia
• Departamento: Faculdade de Ciências Humanas e da Saúde
• País: Brasil
• Palavras-chave em Português: Audição; Tecnologia Sem Fio; Inteligibilidade da Fala
• Palavras-chave em Inglês: Hearing; Wireless Technology; Speech Intelligibility
• Área do conhecimento CNPq: CNPQ::CIENCIAS DA SAUDE::FONOAUDIOLOGIA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/24314

ABSTRACT – STUDY 1 Esturaro, GT. Consistency use of the Remote Microphone System in students with hearing impairment and its relationship with the characteristics of the family and schools they attended. Doctoral Thesis (Doctorate Degree in Speech Therapy) – Pontifícia Universidade Católica de São Paulo- PUC-SP, São Paulo, 2020. Introduction: The signal-to-noise ratio in the classroom can impair the inclusion of hearing-impaired students and users of electronic devices that use the oral language to communicate in regular school. The technological resources are essential to provide better audibility of speech sounds in noisy environments and their effectiveness depends on the adherence to the device. This adherence process is based on the partnership between health professionals, family and school. Objective: Identify the relation between the use of remote microphone system (RMS) in hearing impaired students and the use by teachers, which favored or hindered their adaptation and the school development of hearing-impaired students. Method: The study analyzed 175 subjects between 5 and 17 years of age who received the RMS in a hearing health service between 2017 and 2018. Parents and teachers of users were also considered subjects of the study. The operation of the RMS was verified during an audiological monitoring and its use was classified into categories. Result: The individuals who most reported using the RMS attend elementary school I, while those who reported not using it voluntarily attend high school and elementary school II. Considering the type of school, the majority who reported not using the RMS voluntarily attends a school or classroom for the deaf using Sign language/or interpreter in regular school. Conclusion: There was an association between SMR use and type of school (regular or special). The fact that the student attends special school, with use of Libras, can be an important variable in indicating the device. The educational level was also a determining variable in the use of the device in school. ABSTRACT – STUDY 2 Esturaro, GT. Consistency in the use of the Remote Microphone System in hearing-impaired students and its relationship between hearing and language characteristics. Doctoral Thesis (Doctorate Degree in Speech Therapy) – Pontifícia Universidade Católica de São Paulo- PUC-SP, São Paulo, 2020. Introduction: Schools are extremely noisy environments, and this factor can impair the learning of hearing-impaired children. The distance between the teacher and the child, the reverberation and high level of noise in the environment, large numbers of students in the same class and rooms with little or no acoustic treatment, which makes this space not at all favorable for speech perception and school performance. The use of Remote Microphone Systems (SMR) brings benefits to the hearing-impaired child in the school environment, improving the attention, understanding, audibility and intelligibility of speech in the classroom, thus facilitating the teaching/learning process. Objective: To identify the relationship of SMR in students with hearing-impairment, seeking which characteristics of audibility and language interfere in the systematic use of the device at school. Method: 175 subjects between 5 and 17 years who received the SMR in a hearing health service between the years 2017 and 2018 were analyzed. The functioning of the SMR and the classification regarding its use were verified and related to the characteristics of audibility and language of the student. Parents and teachers of users were also subjects of the study. Result: The individuals who most use SMR are in the category in which SII is greater than or equal to 58%, while individuals in the category of SII65 between 38% and 57% do not use SMR voluntarily. The means and medians of PPVT and the percentage of hits in dissyllable words observed in those who use the SMR and those who do not use involuntarily are greater than those observed in those who do not use voluntarily. Conclusion: There was an association between SMR use and audibility (obtained through SII). In relation to the percentages of consonant disyllable hits tend to be higher in those who use and those who do not use involuntarily, compared to the group who do not use voluntarily