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American Journal of Audiology Vol.17 123-128 December 2008. doi:10.1044/1059-0889(2008/08-0001)
© American Speech-Language-Hearing Association
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Exposure to Disability and Hearing Loss Narratives in Undergraduate Audiology Curriculum

Abbey L. Berg

Pace University, New York, and College of Physicians and Surgeons, Columbia University, New York

Maryrose Canellas

Pace University and Teachers College, Columbia University

Stephen Salbod and Richard Velayo

Pace University

Contact author: Abbey L. Berg, Communication Sciences & Disorders Program, Department of Biology & Health Sciences, Pace University, 1 Pace Plaza, New York, NY 10038. E-mail: aberg{at}pace.edu or alb35{at}columbia.edu.

Purpose: To determine whether exposure to disability and hearing loss narratives increased undergraduate communication sciences and disorders (CSD) students' affective responses to scenarios of individuals with hearing impairment.

Method: Thirty-five CSD undergraduates responded to 8 scenarios (K. English, L. L. Mendel, T. Rojeski, & J. Hornak, 1999). Sixteen students completed a course in audiologic rehabilitation with no exposure to disability and hearing loss narratives; 19 students completed the same course with exposure. Two audiologists, independent and blind to group status, rated the 35 student responses for affective and technical content.

Results: Students exposed to the narratives incorporated more affective elements into their technical responses than students not exposed.

Conclusions: Narratives appear to be effective in increasing affective elements in students' technical/informational responses and may have a place and be of value in undergraduate CSD curriculum.

Key Words: narratives, undergraduate curriculum, audiology


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