Hayley Wong, Jane Sheehan, Valerie Sung, Stephanie Best, Greg Leigh
{"title":"Cultural diversity in early hearing detection and intervention: service provider perspectives.","authors":"Hayley Wong, Jane Sheehan, Valerie Sung, Stephanie Best, Greg Leigh","doi":"10.1093/jdsade/enaf002","DOIUrl":null,"url":null,"abstract":"<p><p>This study investigated service providers' perspectives on the barriers experienced by families from culturally and linguistically diverse backgrounds along the Early Hearing Detection and Intervention (EHDI) pathway in Victoria, Australia. Twelve service providers (i.e., hearing screening program staff and diagnostic audiologists) participated in semi-structured interviews. Data were analyzed using inductive content analysis. Service providers identified differences in service delivery, communication, and support needs between families from culturally and linguistically diverse backgrounds and those from majority cultural and linguistic (predominantly English-speaking) backgrounds. Perceived barriers included communication difficulties, lack of access to interpreters and translated written resources, cultural factors, and practical barriers to attending appointments. Clarifying the roles of service providers, providing access to resources to support communication, and requiring service providers to participate in cultural responsiveness training are suggested as strategies to improve services for families from culturally and linguistically diverse backgrounds. Findings from this study inform service provision throughout the EHDI pathway to improve care for families from culturally and linguistically diverse backgrounds.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Deaf Studies and Deaf Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jdsade/enaf002","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigated service providers' perspectives on the barriers experienced by families from culturally and linguistically diverse backgrounds along the Early Hearing Detection and Intervention (EHDI) pathway in Victoria, Australia. Twelve service providers (i.e., hearing screening program staff and diagnostic audiologists) participated in semi-structured interviews. Data were analyzed using inductive content analysis. Service providers identified differences in service delivery, communication, and support needs between families from culturally and linguistically diverse backgrounds and those from majority cultural and linguistic (predominantly English-speaking) backgrounds. Perceived barriers included communication difficulties, lack of access to interpreters and translated written resources, cultural factors, and practical barriers to attending appointments. Clarifying the roles of service providers, providing access to resources to support communication, and requiring service providers to participate in cultural responsiveness training are suggested as strategies to improve services for families from culturally and linguistically diverse backgrounds. Findings from this study inform service provision throughout the EHDI pathway to improve care for families from culturally and linguistically diverse backgrounds.
期刊介绍:
The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.