Exploring Training Needs in Educational Audiology of Teachers in Support Services for Children with Disabilities

Abstract

This study aims to identify the knowledge and informational needs in audiology among teachers working in Educational Support Services for Children with Disabilities or Developmental Risk in Costa Rica, from birth to six years old. Using a qualitative, descriptive, and phenomenological approach, data were analyzed from semi-structured interviews and autobiographical narratives of 17 participants, including teachers and regional or national advisors.
The findings highlight significant gaps in the theoretical and practical training provided to teachers, particularly in audiological topics. Participants emphasized the lack of specialized education in areas such as auditory evaluations, the use of assistive hearing devices, and inclusive communication strategies. Additionally, the study reveals a disconnect between medical and educational models, underscoring the need for interdisciplinary collaboration among audiologists, educators, and families to enhance support for children with hearing disabilities.
The results call for the development of targeted training programs, informational guides, and collaborative practices to bridge existing gaps. Furthermore, the importance of implementing educational audiology programs in Costa Rica is emphasized, as these programs would strengthen teachers' competencies and promote sustainable inclusive practices. This integrated approach aims to improve educational outcomes and the overall quality of life for children with hearing disabilities in Costa Rica.