Children With Cochlear Implants in Australia: Educational Settings, Supports, and Outcomes

Abstract

This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One hundred and fifty-one teachers completed a survey on one child with a cochlear implant and 15 of these teachers were interviewed. Teachers reported their perceptions of children's functional outcomes in a range of communication, academic, social, independence, and identity areas. Reported achievements in literacy, numeracy, and social development were below class levels. Implications for educational authorities and professionals working with children with cochlear implants are discussed.

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

“…Similar to the results obtained in this study, Punch and Hyde (2010) observed that the vast majority of teachers who gave their opinion on the adaptive skills of these children, considered themselves to be in agreement with the idea that the implanted students had developed the social skills in accordance to their age. The studies by De Giacomo et al, (2013) andMartin, et al (2010) stated that there were no significant differences in the development of prosocial conducts between the implanted students and their hearing peers.…”

“…Thus, in matters related to group play, results similar to those obtained by Punch and Hyde (2010) were observed, where at least 64% of classroom teachers agreed that implanted students participated regularly with their teammates in group play. These results fell significantly when the classroom teachers assessed (rating as Certainly True) the acceptance of implanted students in the classroom reaching 46.7% for classroom teachers and 56.7% for SLH teachers.…”

“…These difficulties create limitations in the child when establishing friendships with peers, as well as problems regarding his/her independence to participate in school and social life (Punch & Hyde, 2010).…”

“…The fear of mockery and laughter from their peers, their inability to participate accordingly in the conversations or debates that are generated in the classroom, or even, being underestimated by their peers (Punch & Hyde, 2010), tends to create in these children greater emotional imbalances (fear, anxiety, frustration), than in their hearing peers even though such levels usually decline after implantation, as pointed out by Ferginger, Holzinger, and Pollard (2012), Huber andKipman (2011) andTheunissen, et al, (2012). As a consequence of this, and although it may seem that implantation favors a better integration within the school context, many students with cochlear implants reject interactions with their peers, even though they have their initial acceptance.…”

“…As a consequence of this, and although it may seem that implantation favors a better integration within the school context, many students with cochlear implants reject interactions with their peers, even though they have their initial acceptance. This may be due to their inability to interact verbally at the same pace as their peers, which consequently limits opportunities to develop similar prosocial skills and behaviors (Dye & Hauser, 2014;Punch & Hyde, 2010). Schorr (2005) stated that boys and girls between the ages of 5 and 9 experienced the same level of solitude as hearing children of the same age.…”