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Experiences of Intermediate and Secondary School Students with Auditory Processing Disorder and Remote Microphone Systems

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Title: Experiences of Intermediate and Secondary School Students with Auditory Processing Disorder and Remote Microphone Systems
Language: English
Authors: Erica M. Webb, Catherine Jill O’Brien
Source: Kairaranga. 2025 26(1):39-59.
Availability: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Intermediate Grades
Secondary Education
Descriptors: Intermediate Grades, Secondary School Students, Auditory Perception, Cognitive Processes, Students with Disabilities, Assistive Technology, Neurological Impairments, Foreign Countries, Inclusion, Audio Equipment, Student Role, Barriers, Teacher Competencies
Geographic Terms: New Zealand
ISSN: 1175-9232
Abstract: Under the umbrella of the United Nations Convention on the Rights of the Child (UNCRC), this research explored the experiences of nine intermediate and secondary school students from Aotearoa New Zealand with auditory processing disorder (APD) who used a remote microphone (RM) system at school. Much of the school-based research with those with APD has been conducted with primary-aged students, making post-primary settings of interest in this project. Employing a qualitative research design using semi-structured interviews and subsequent thematic analysis, three themes were identified: the student as expert, the 'hassle factor', and teacher cognisance and action. Findings showed that at a school level, post-primary APD students have space for a voice, can share their voice, have an audience to listen to their voice, and influence, but at a systemic level, this is less apparent. Future Ministry of Education assistive technology policy reviews should therefore include student views about RM systems.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480954
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22Kairaranga%22"><i>Kairaranga</i></searchLink>. 2025 26(1):39-59.
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  Data: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.kairaranga.ac.nz/index.php/k/issue/view/35
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  Data: Under the umbrella of the United Nations Convention on the Rights of the Child (UNCRC), this research explored the experiences of nine intermediate and secondary school students from Aotearoa New Zealand with auditory processing disorder (APD) who used a remote microphone (RM) system at school. Much of the school-based research with those with APD has been conducted with primary-aged students, making post-primary settings of interest in this project. Employing a qualitative research design using semi-structured interviews and subsequent thematic analysis, three themes were identified: the student as expert, the 'hassle factor', and teacher cognisance and action. Findings showed that at a school level, post-primary APD students have space for a voice, can share their voice, have an audience to listen to their voice, and influence, but at a systemic level, this is less apparent. Future Ministry of Education assistive technology policy reviews should therefore include student views about RM systems.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 39
    Subjects:
      – SubjectFull: Intermediate Grades
        Type: general
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Assistive Technology
        Type: general
      – SubjectFull: Neurological Impairments
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Audio Equipment
        Type: general
      – SubjectFull: Student Role
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: New Zealand
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