Generative artificial intelligence (AI) occupies a dominant transformational position in a wide range of fields, including education, business, law, medicine, rehabilitation – among others. Despite the controversies regarding the use and abuse of this technology, it is possible for professionals, especially those in education, to reap its benefits for instruction, research, and administrative endeavors. Keeping in mind the ethical concerns and the current limitations of the system, AI can provide substantial assistance to, for example, teachers, students, and scholars. Setting aside fears of this technology, teachers can save time and become more efficient and productive with their administrative and instructional tasks. Teachers can also use AI to improve the academic, communication, and social skills of students, including—and especially--students in special education programs. Students can learn to use AI independently; in fact, AI can help students to become autonomous and critical seekers of knowledge. After highlighting some challenges of using AI, the present manuscript discusses a few benefits of AI for children and adolescence who are d/Deaf and hard of hearing (d/Dhh). The manuscript also contains recommendations for teacher education and future research endeavors.

This paper aims to systematically present existing research on cognitive and executive functions, speech and auditory perception, language, literacy, and academic development, and cross-modal reorganization in children with CIs. The methodology included a systematic search of databases (PubMed, Scopus, Web of Science) using keywords related to cognition and CIs. After eliminating duplicates and applying inclusion criteria, an analysis was conducted of relevant references published from 2015 to the present, which were analyzed both in tables and narratively. Research confirms that the cognitive development of children with CIs depends on auditory input and the brain’s ability to integrate information from different sensory modalities. Multisensory and interactive approaches to rehabilitation have the potential to enhance cognitive development and should be further researched and applied in practice.

The study aimed to evaluate the audiologic profile of preschool children with hearing loss, i.e., to determine the type, degree, and configuration of hearing loss, amplitude of otoacoustic emissions, and word recognition performance. This retrospective study included 260 children examined in a secondary healthcare setting. For statistical data analysis, we used the Chi-square test with a level of significance p < 0.05. Conductive, sensorineural, and mixed hearing loss was present in 93.1%, 4.6%, and 2.3%, respectively. Mild hearing loss was present in 96.1%, moderate in 2.3%, and severe hearing loss in 1.6%. Type B tympanogram was the most common (p = 0.00001). The mean amplitude of otoacoustic emissions was -7.6 dB in sensorineural hearing loss and 12.3 dB in normal hearing. The maximum word recognition score was frequently obtained at presentation levels of 25-40 dB SL (p = 0.009). The majority of children had mild conductive hearing loss with normal word recognition ability.

As editors and scholars, we have concerns with investigations that emphasize the contribution of one major factor to the development of a complex entity such as, for example, language or literacy. This phenomenon is known as the single-factor fallacy. Basically, this is asserting that there is one all-encompassing factor that causes or influences academic development even though there are certainly other factors that are critical contributors. Endorsing one factor, whether explicitly or implicitly, leads to oversimplification and overgeneralization as well as to other problems such as misleading conclusions and confirmation and citation biases. The single-factor approach results in the promotion of inappropriate educational decisions or implications regarding d/Deaf and hard of hearing (d/Dhh) children and adolescents. We discuss ways to minimize or avoid the single-factor fallacy.

The aim of this work was to investigate the qualitative characteristics of hearing aid users (satisfaction with the use of hearing aids in everyday life) and to determine if there are any differences compared to published research in the literature. The sample of respondents consisted of 50 users of hearing aids, aged from 20 to 88 years. The sample was chosen by random selection from a previously selected sample of 398 hearing aid users. A special questionnaire was constructed for the research. The first part of the questionnaire consisted of variables: gender, age, type of hearing impairment, percentage of hearing loss, degree of hearing impairment, time of hearing aid use, and brand of hearing aid. The second part consisted of variables for the assessment of satisfaction with the use of hearing aids, that is, 15 statements to which respondents had to express their views on satisfaction with the use of hearing aids. This part of the questionnaire was carried out by surveying. The results showed that the majority of hearing aid users wear the hearing aid regularly, they benefit significantly from the hearing aid and it helps them in communication. They have no significant problems when using and handling the hearing aid. The variables gender, age, and time of hearing aid use had no statistically significant correlations with the applied set of variables (claims). Attitudes of hearing aid users can be an important factor in determining benefit and satisfaction with hearing aids.

The aim of the study was to compare pre-treatment and post-treatment pure tone thresholds and tympanometric findings in preschool children with adenoid hypertrophy and hearing loss. This retrospective study included 63 children, 40 males (63.5%) and 23 females (36.5%), aged 4 to 6 years (mean age of 5.5±0.6 years). A total of 21 children (33.3%) had tympanostomy tube placement in addition to adenoidectomy or adenotonsillectomy. All children had mild conductive hearing loss. Pure tone average (PTA) was lower after adenoidectomy and adenotonsillectomy (p<0.0001). Type B tympanogram was predominant before treatment (62.7%), and type A tympanogram after treatment (81%). Preoperative mean PTA in children with adenoidectomy was 28 dB HL and in children with adenotonsillectomy was 27 dB HL. In both subgroups postoperative mean PTA was 16 dB HL. In children with adenoid hypertrophy and conductive hearing loss, hearing thresholds after adenoidectomy or adenotonsillectomy are significantly lower than preoperative hearing thresholds.

The aim of this paper was to examine the literacy skills of deaf and hard of hearing people in electronic form writing and to compare these skills in relation to standard (“paper-pencil”) writing. The sample included 50 deaf and hard of hearing students aged from 12 to 20 years. The students were supposed to have basic literacy to be able to answer questions by writing. The Questionnaire for determining basic electronic literacy, which consisted of 15 simple questions about the student’s everyday life, was used. Variables used: correct response, vocabulary, and spelling mistakes, i.e., substitution, omission, addition, and metathesis. The test was performed at two different time intervals and in two different forms (standard and electronic forms). Data were processed by descriptive analysis and t-test. More favorable results were obtained in favor of standard writing compared to electronic writing on all variables except for vocabulary. Statistically significant differences were found for the variables vocabulary, omission, and substitution. It is important that there is also communication competence, and especially better language competence expressed in electronic form. More complex activities, such as education, studying, or doing business, require language competence for electronic expression.

The aim of the study was to develop Macedonian monosyllabic and disyllabic tests for speech audiometry, to record the speech materials, and to conduct clinical validation of the tests. The following criteria were applied: word familiarity, phonetic balance, and homogeneity of audibility. Clinical validation was conducted on a sample of 30 normal hearing subjects, aged 18 to 30 years. We developed four open-set tests for speech threshold and suprathreshold testing in quiet. The tests contain two word lists with 50 monosyllabic words and two word lists with 36 disyllabic words. Each word was introduced by a carrier phrase. Psychometric function slope from 20% to 80% correct recognition for all words was 5%/ dB. The difference between the presentation levels at which the subjects repeated all the words was ≤ 4 dB. Developed phonetically balanced word lists have relatively steep psychometric function slope and they are homogeneous in terms of the audibility.

Speech detection threshold (SDT) depends on audibility alone, whereas speech recognition threshold (SRT) requires the stimuli to be heard and identified. The aim of the study was to determine the difference between SDT and SRT, and to analyze the correlation between pure tone thresholds and speech thresholds. Difference between SDT and SRT was ≤ 12 dB in majority of cases (p = .018). SDT was strongly correlated with the best pure tone threshold. Pearson correlation coefficient was the highest in “Inverted U” shape (r = .99). There was strong correlation between SRT and PTA (500-2000), PTA (500-4000), and PTA (500-1000), especially in Rising configuration (r = .997, r = .992 r = .989, respectively), as well as, between SRT and frequency of 1000 Hz (r = .989). SRT is in the highest correlation with PTA (500, 1000, 2000 Hz) and with the hearing threshold at frequency of 1000 Hz.

Introduction: The study is part of wider research project, published as article based on our earlier research experiences[1]. This study focused on the strategies for implementing practical activities in children with intellectual disabilities, with the goal of encouraging and rehabilitating neurophysiological processes of attention, behaviour, and cognition. It also focuses the concept of treatment and rehabilitation, based on the new strategies. Subject: The purpose of this study was to shed light on the cognitive and behavioural functioning of children with mild intellectual disabilities in relation to various aspects of the treatment strategies used. Study also present new strategies of treatment suggested for pandemic situation of Covid 19. Materials and Methods: The study sample included 124 participants with mild intellectual disability of both sexes, aged 8 to 13 years,from primary schools in Belgrade. In this research we applied the Trial Making Test (TMT; Reitan, 1971, Hamdan, Hamdan, 2009.) for attention assessment, the IOWA Conners’ Rating Scale for Children for behavior assessment, while for the assessment of cognitive function, the Test of Concept Utilization (TCU; Crager & Lane, 1989; Macesic-Petrovic, Kovacevic, Djuric-Zdravkovic, 2013.) was administered. Results: The findings show that more than half of the children surveyed have developmental disabilities in the areas studied. and a statistically significant correlation between the applied treatment modalities and tested abilities and functions (r = 0.52-0.59,   p < 0.01). The study emphasises the importance of implementing a multimodal oriented approach.: team work of professionals and non-professionals (cooperation between professionals and parents), complementary treatment (medical and special treatment, psychosocial interventions, combination of treatment strategies), psychotherapy and psychopharmacotherapy when necessary, as well as special education rehabilitation, based on  individual educational programs and individual training programs (IEP and ITP). It also focuses the treatment strategies in situation of Covid 19, because of it possible influence on the conclusion of the study. Conclusion: Finally, we proposed new treatment strategies with an emphasis on the special rehabilitation treatment and combination of strategy treatment, focuses to the new pandemic existential situation.