Abstract：
OBJECTIVE: To assess the impact of an education specialist in a multidisciplinary pediatric hearing loss clinic.
METHODS: Retrospective review and cross-sectional survey.
METHODS: Single tertiary care center.
METHODS: Consultations held between an education specialist and families of pediatric deaf or hard of hearing (DHH) children within a two-year period were reviewed. Reasons for referral and services provided to each patient and family who subsequently worked with the educational specialist were assessed. Parents of patients who had previously worked with the education specialist were invited to complete a survey evaluating their experience.
RESULTS: 102 patients were referred to the educational specialist in a two-year period. Most common reasons for referral included need for special education plans to accommodate their hearing deficit (32) or family request to support for revisions to such plans (37). 14 patient families completed our survey. 76.9 % of respondents confirmed that the education specialist recommended resources they had not been introduced to before. Given a scale of 1 (\"completely dissatisfied\") and 10 being \"completely satisfied,\" the average rating of the 14 respondents was 9.0.
CONCLUSIONS: The role of an education specialist in a pediatric hearing loss clinic is to optimize patient and family access to resources that could benefit their DHH child\'s academic development over time. Future studies should prospectively investigate the impact of education specialist services on the educational progress of DHH patients compared to outcomes without these supports.
METHODS: Retrospective review and cross-sectional survey.
METHODS: Single tertiary care center.
METHODS: Consultations held between an education specialist and families of pediatric deaf or hard of hearing (DHH) children within a two-year period were reviewed. Reasons for referral and services provided to each patient and family who subsequently worked with the educational specialist were assessed. Parents of patients who had previously worked with the education specialist were invited to complete a survey evaluating their experience.
RESULTS: 102 patients were referred to the educational specialist in a two-year period. Most common reasons for referral included need for special education plans to accommodate their hearing deficit (32) or family request to support for revisions to such plans (37). 14 patient families completed our survey. 76.9 % of respondents confirmed that the education specialist recommended resources they had not been introduced to before. Given a scale of 1 (\"completely dissatisfied\") and 10 being \"completely satisfied,\" the average rating of the 14 respondents was 9.0.
CONCLUSIONS: The role of an education specialist in a pediatric hearing loss clinic is to optimize patient and family access to resources that could benefit their DHH child\'s academic development over time. Future studies should prospectively investigate the impact of education specialist services on the educational progress of DHH patients compared to outcomes without these supports.
摘要：
目的：评估教育专家对多学科儿科听力损失诊所的影响。
方法：回顾性回顾和横断面调查。
方法：单一三级护理中心。
方法：回顾了教育专家与儿童耳聋或听力障碍（DHH）儿童家庭在两年内进行的磋商。评估了转诊的原因以及向随后与教育专家合作的每个患者和家庭提供的服务。以前曾与教育专家合作的患者的父母被邀请完成一项评估他们经历的调查。
结果：102名患者在两年内被转诊至教育专家。转诊的最常见原因包括需要特殊教育计划以适应他们的听力不足（32）或家庭要求支持修订此类计划（37）。14名患者家庭完成了我们的调查。76.9％的受访者确认教育专家建议他们以前没有引入的资源。给出1级（“完全不满意”）和10级“完全满意”，“14名受访者的平均评分为9.0。
结论：在儿科听力损失诊所中，教育专家的作用是优化患者和家庭对资源的获取，这些资源可以使DHH儿童的学术发展受益。未来的研究应该前瞻性地调查教育专家服务对DHH患者教育进展的影响，与没有这些支持的结果相比。
方法：回顾性回顾和横断面调查。
方法：单一三级护理中心。
方法：回顾了教育专家与儿童耳聋或听力障碍（DHH）儿童家庭在两年内进行的磋商。评估了转诊的原因以及向随后与教育专家合作的每个患者和家庭提供的服务。以前曾与教育专家合作的患者的父母被邀请完成一项评估他们经历的调查。
结果：102名患者在两年内被转诊至教育专家。转诊的最常见原因包括需要特殊教育计划以适应他们的听力不足（32）或家庭要求支持修订此类计划（37）。14名患者家庭完成了我们的调查。76.9％的受访者确认教育专家建议他们以前没有引入的资源。给出1级（“完全不满意”）和10级“完全满意”，“14名受访者的平均评分为9.0。
结论：在儿科听力损失诊所中，教育专家的作用是优化患者和家庭对资源的获取，这些资源可以使DHH儿童的学术发展受益。未来的研究应该前瞻性地调查教育专家服务对DHH患者教育进展的影响，与没有这些支持的结果相比。
