Jefferis, Emma Elizabeth Trephena2021-06-242021-06-242021https://hdl.handle.net/10092/102090http://dx.doi.org/10.26021/11145Objectives: Despite many hearing impaired adolescents having hearing devices, some may choose not to use them at school. Additionally, teachers of this population may not use their remote microphones in the classroom. Understanding reasons for the use and non-use of these devices at school is an important step in ensuring these students gain the most out of their schooling. Gaining knowledge on how this population identifies in relation to hearing also provides insight into appropriate provisions of supportive services. Therefore, this study aimed to investigate the facilitators and barriers to the use of hearing devices at school among the hearing impaired adolescent population, as well as the facilitators and barriers to the use of remote microphones among teachers of hearing impaired adolescents (research question one). Additionally, the cultural identity of hearing impaired adolescents who use amplification was examined (research question two). Methods: Two mixed-methods meta-syntheses were conducted, with literature from the past 20 years reviewed. Included sources were critically appraised and thematically analysed in order to identify revealed themes. Results: Separate searches were conducted for the research questions through the use of Ovid (Medline), EMBASE, Cochrane, PsycINFO and Scopus databases. 16 studies were identified to address research question one and 18 were included in question two. The qualitative and mixed-methods studies scored highly overall, whilst quantitative studies and quantitative sections of mixed-methods studies rated lower for a number of reasons. Many facilitators and barriers were identified regarding hearing impaired adolescents’ use of hearing devices at school. The most common facilitator related to students viewing their device as important, whilst social aspects were the most prevalent barriers to their use. No facilitators or barriers were found in the use of bone conduction hearing aids in adolescents. No studies reported on the use of RMs in teachers of hearing impaired adolescents. A mix of cultural identities was found across studies, with most students identifying as “bicultural” (between the deaf or Deaf and hearing worlds). Conclusions: Although some results for both research questions were more prevalent across the literature than others, the mix of results highlights the heterogeneity of the adolescent population. These findings can be used as a guide for those working with hearing impaired adolescents, however it is important to treat these students as individuals. Future research and reviews are needed on these topics to give more insight for those working with this population.enAll Rights ReservedTheses / Dissertations