Applying the L³ Assessment Framework to review how characterised classroom activity perceptual settings affect listening, learning and wellbeing in children with hearing or listening difficulties

This study used the Listen to Learn for Life Assessment Framework to understand what is known and not known about how characterised classroom activity perceptual settings impact listening, learning and wellbeing in primary school children with hearing or listening difficulties. The three steps of the review were as follows: (1) web search for systematic, scoping, or general reviews, (2) scoping search of Web of Science for peer-reviewed studies and (3) web search with broader search terms to identify literature not identified in steps 1 and 2. Fifty-two papers met the criteria to be included in the review. The most researched population was children with hearing loss greater than the mild level; however, there were several papers on children with otitis media, auditory processing disorder, unilateral hearing loss and minimal or mild hearing loss. The most common finding was that poorer signal-to-noise ratios during group work resulted in poorer listening. Noise negatively affects listening in children with hearing or listening difficulties; however, visual cues and hearing devices such as hearing aids and FMs can help reduce the effect. Future research on other components of the L³ is needed.