ArticleJournal of deaf studies and deaf education2021
The School Career of Children With Hearing Loss in Different Primary Educational Settings-A Large Longitudinal Nationwide Study.
Article in Journal of deaf studies and deaf education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Noise-induced hearing loss delays auditory learning and reduces the influence of acoustic evidence on choice.bioRxiv : the preprint server for biology · 2026Article
- Longitudinal Evaluation of Otoacoustic Emissions as a Screening Tool for High-Frequency Hearing Loss in Adolescents.Otolaryngology--head and neck surgery : official journal of American Academy of Otolaryngology-Head and Neck Surgery · 2026Article
- Variability in Language and Literacy Outcomes Among Deaf Elementary Students in a National Sample.Behavioral sciences (Basel, Switzerland) · 2025Article
- Implementation of Universal Newborn Hearing Screening and Analysis of School Enrollment Among Hearing-Impaired Students in China.China CDC weekly · 2025Article
- Longitudinal effects of emotion awareness and regulation on mental health symptoms in adolescents with and without hearing loss.European child & adolescent psychiatry · 2023Article
- Mathematics anxiety in deaf, hard of hearing, and hearing college students.Annals of the New York Academy of Sciences · 2022Article
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Authors and funding
6 authors.
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Abstract
Children with hearing loss (HL) are at risk for a lower educational achievement. This longitudinal study compared the school career of a nationwide Dutch cohort with and without HL based on descriptive data of the governmental authority Statistics Netherlands. From 2008 to 2018, 3,367,129 children, of whom 1,193 used cochlear implants (CIs) and 8,874 used hearing aids (HAs), were attending primary and/or secondary education. Sixty-one percent of children with HL attended mainstream and 31% special primary education. Compared to mainstreamed pupils without HL, mainstreamed pupils with HL achieved lower levels for language and mathematics in primary education but eventually attended comparable types of secondary education. Children with HL attending special primary education attained lower types of secondary education compared to mainstreamed peers with and without HL. These findings suggest that future educational (and as a result professional) attainment of a child with HL depends on the type of primary educational setting.
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