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Abstract

Purpose. This qualitative study examined how speech-language pathologists (SLPs) develop hearing loss health literacy through academic training and on-the-job experience. Specifically, it explored SLPs’ perspectives on how graduate coursework and clinical exposure contributed to their readiness to work with children who are deaf or hard of hearing (DHH).

Method. Participants included 48 SLPs with a range of specialty academic coursework and on-the-job experience working with children who are DHH. SLPs were categorized into four groups: with/without specialty academic training in aural (re)habilitation and more/fewer than three years of experience with at least ten children who are DHH. Semi-structured interviews were conducted until thematic saturation was achieved, defined as the point at which no new themes emerged from the data. Five open-ended questions addressed academic preparation, professional experiences, and perceived readiness to work with children who are DHH. Transcripts were analyzed using a hybrid inductive-deductive coding approach with consensus coding to identify themes.

Conclusion. SLPs consistently reported direct clinical experience, rather than academic coursework, was the primary driver of hearing loss health literacy. Coursework provided foundational knowledge, particularly when multiple hearing loss-related courses were completed but was not sufficient preparation. Participants emphasized the importance of continuing education, interdisciplinary collaboration, and highlighted the need for more experiential learning opportunities within graduate training programs.

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