Educational Audiology

Classroom Amplification Systems

Soundfield systems (and by inference an Educational Audiologist’s use of these) are part of the considerations in Underwood, A.; Turner, R., Whyte, S., and Rosenberg, J. (2015) Acoustic Accessibility MESHGuide BATOD Foundation: 2nd edn.       

Multi-Disciplinary Team

Professional registration promotes partnership working and embraces the RCCP’s aim of ensuring patient safety.  For further information see articles:

Roles and Competencies

In the UK, The British Association of Educational Audiologists (BAEA) has published a detailed document outlining the Roles and Competencies of an Educational Audiologist.

These are divided into seven areas as follows:

Dissertations by Educational Audiologists

 “Educational Audiology dissertations have contributed new knowledge to the profession and in some instances been a ‘game-changer’ for practice locally and/or nationally” so indicated in Educational Audiology: adding value, bridging gaps. (Rosenberg 2017) One such dissertation


Supporting Success for Children with Hearing Loss is a resource begun in 2011 with the goal of creating an ‘umbrella website’ for teachers of the deaf/hard of hearing. Supporting Success was built on the concept of making practical information readily available, resulting in the current resource-packed website.” It was established by an Educational Audiologist and also provides a wealth of resource for these professionals.  Its core goals and links to resources can be found here. 

Assistive Listening Devices (e.g.Radio Aids and FM)

This article outlines how ‘Educational Audiologists greatly enhance the work of ENTs and clinical audiologists by bridging the gap between clinic, school and home; for babies, children and young people who are deaf.

Staff Development

Interprofessional education with clinicians and educationalists together opens new doors for staff development in both areas.  Further information can be found at:

Quality Standards

In the United Kingdom, Quality Standards: Early years support for children with a hearing loss aged 0 to 5 (England, 2016) were developed by the National Deaf Children’s Society (NDCS) and a steering group.  The standards ‘set out how health, education and care providers should work together to support deaf children to achieve key outcomes by the time they start school’ (NDCS, 2016). 

Conference Presentations

Presentations are regularly made about the role of the Educational Audiologist in the UK at both educational and audiology conferences, such as the following:

UK Course Structure and Placement

The postgraduate qualification is usually delivered by blended learning in part at Mary Hare’s campus. It is a two year part-time Post Graduate Diploma in Deaf Education Studies (Educational Audiology) which can be topped up with a third year dissertation to an MSc in Educational Audiology. The intake to this distance-learning course is biennial.  


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