Classroom Case Study: Cross Cultural Obstacles to the Referral of Aboriginal Children for Hearing Tests

Abstract

Hearing loss is endemic among Aboriginal children because of persistent middle ear disease. If compensating communication strategies and support programs are to be engaged, a child's hearing loss needs to be identified. Teacher recommendations are an important source of referrals for hearing tests, with school screening programs now being infrequent or nonexistent. However, cultural differences in Aboriginal children's attentional styles, together with some children with hearing loss using more face-watching as a compensatory strategy, can confuse non-Aboriginal teachers as to who may need referral for hearing testing. This article describes a classroom case study that found culturally different attentional styles and compensatory face-watching, similar to that described in a remote school, among some urban Aboriginal children. The attentiveness of one child with hearing loss confused teachers. The implication for the identification of Aboriginal children's hearing loss is discussed.