Özet:

Aim: Clinical and educational practices in early period for children with congenital or subsequent hearing loss require a multidisciplinary research.  The treatment processes and rehabilitation of children diagnosed with hearing loss should be considered as a whole as well as necessary arrangements in educational settings; Otolaryngologists, audiologists and speech disorders specialists, teachers and families should be involved as a team. This study aims to investigate opinions of students who are continuing their education in the field of audiology and speech disorders about clinical practices and teaching arrangements towards interventions in hearing and the support of language and communication skills of children with hearing loss. Method: The data of the study which was carried out with the descriptive design were collected by the interview form prepared by the researchers. A data collection tool consists of 12 different demographic information and 12 interview questions such as age, gender, vocational seniority, graduate preference reason, trainings required for participants determined by purposive sampling was used. Informative sessions were held by the researchers with 15 participants who were graduated from audiology, physics, biology undergraduate degree and 2 ENT specialists at the end of the post-graduate courses; face-to-face interviews were made and the participants answered the questions in the written form. The data were analyzed using content analysis technique. Results: Findings related to diagnosis, treatment, education of children with hearing loss, co-operation with their families, arrangements for hearing-impaired children in school age, practices related to sign language and legal regulations, quality of programs were obtained. Conclusion: Findings in the study are thought to contribute to the practices by diagnosis and evaluation process of children with hearing loss, provision of cooperation with parents and other specialists, communication approaches, preparation of health and educational programs, monitoring and evaluation of the program and support educational services. It is also expected that the opinions of staff to be trained in this area will contribute to the arrangements in undergraduate and graduate education programs during improvement of the professional qualifications of the employees. 

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