Welcome to the Frequently Asked Questions (FAQ) section of UsherKids Australia! We understand that navigating through information about Usher syndrome and its impact on children, young people and families can be overwhelming. That’s why we’ve compiled a comprehensive list of common inquiries to provide clarity and support. Whether you’re seeking information about the diagnosis process, educational resources, or coping strategies, our FAQ section aims to address your concerns. Explore our curated responses to gain insight into Usher syndrome and discover valuable resources tailored to support children and families affected by this condition. If you don’t find the answer you’re looking for, feel free to reach out to our dedicated team for personalized assistance via email at info@usherkidsaustralia.com or via the contact page.

What are some Assistive Listening Devices (ALDs) that can support children with Usher syndrome?

Assistive listening devices are extra tools or accessories that children with Usher syndrome can use to support their safety, independence, and ability to hear in life’s more challenging listening conditions. Some of the most common devices used include:

Bed shakers: A bed shaker provides a tactile alert so children can wake up independently and on time. A device is placed under the child’s pillow or mattress and strong vibrations offer a reliable way to wake them up without relying on their vision or hearing. 

These can also be connected to a smoke detector in the home to ensure the child is woken in the event of a fire. 

Amplified alarm clocks: These clocks use intense flashing lights to gain the child’s attention to wake them up. 

Remote microphone systems: Most school aged children with hearing devices (hearing aids and cochlear implants) will have one of these already. These systems (Roger & Mini Mic) help the child to hear over distances of up to 10 metres and in situations where there is lots of background noise. The microphone picks up a speaker’s voice and transmits the speech signal directly to the child’s hearing devices. This can be used in the car, during outside activities, and at school. 

Soundfield systems: These portable systems use a microphone that the teacher wears with one or more speakers placed strategically around a classroom. The teacher talks into the microphone, and the sound is evenly distributed through the speakers, making it easier for students to hear. Remote microphones can be used in conjunction with soundfield systems. 

TV streamers: These wireless streamers enable high quality audio from TVs and laptops to be streamed directly to a child’s hearing devices. The TV streamer is plugged into a power source and connected to the audio output on the TV or laptop. Then it is paired to the child’s hearing devices and enables them to enjoy movies, TV shows and music.

Costs

In Australia, ALDs can be purchased through audiology clinics, online stores, and specialised retailers.

The cost varies widely depending on the type of device, with simpler devices like amplified alarm clocks being more affordable, while advanced systems like Roger microphones can be significantly more expensive.

ALDs may be funded through a child’s NDIS plan for devices deemed essential for their communication or safety needs. Quotes can be obtained prior to your child’s plan reviews. Additionally, some schools or organizations may offer financial support for devices used in educational settings.

Choosing an Assistive Listening Device

When selecting an Assistive Listening Device (ALD) for your child, look for options tailored to their specific needs and challenges related to Usher syndrome. For example, children with both hearing and vision loss may benefit from devices that provide multiple sensory cues, such as tactile and visual alerts. It’s also important to choose devices that are compatible with your child’s hearing aids or cochlear implants if they use them. For guidance on selecting the most appropriate ALDs for your child, please contact UsherKids Australia at info@usherkidsaustralia.com.

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