Education and training of young people who grew up with cochlear implants

Huber, Maria; Hitzl, Wolfgang; Albegger, Klaus

doi:10.1016/j.ijporl.2008.06.002

Cited by 44 publications

(38 citation statements)

References 30 publications

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“…A small number of studies have examined the education and occupational status of young people with cochlear implants.Longitudinal studies such as those carried out by Beadle et al (2005) and Huber et al (2008) indicate that the educational outcomes for adolescents with a cochlear implant are good, with most being educated in mainstream schools.…”

Section: Educational and Occupational Outcomesmentioning

confidence: 99%

“…For example, the educational achievement, mental health and selfesteem of teenagers with cochlear implants have been found to be comparable to their hearing peers (Huber et al, 2008;Belgin, 2006, Sahli et al 2009;Huber and Kipman, 2011). The literature also indicates that teenagers with cochlear implants have good social skills and a positive self-image (Moog et al, 2011) Identity has been examined, with the results indicating that implanted teenagers feel a sense of belonging in both the hearing and deaf world, which is flexible depending on the situation (Rich et al, 2013).…”

Section: List Of Figuresmentioning

confidence: 99%

“…More recently, Spencer et al (2012) There is also evidence to suggest that although the career aspirations of young people with cochlear implants are as ambitious as their hearing peers; their actual occupation does not reflect this (Huber et al, 2008). Parents of implanted young people were also found to be more pessimistic regarding the future career of their child, recognising that there are restrictions on the opportunities available to them due to their deafness (Huber et al, 2008).…”

Section: Educational and Occupational Outcomesmentioning

confidence: 99%

“…Parents of implanted young people were also found to be more pessimistic regarding the future career of their child, recognising that there are restrictions on the opportunities available to them due to their deafness (Huber et al, 2008).…”

Section: Educational and Occupational Outcomesmentioning

confidence: 99%

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Exploring the experiences of teenagers with cochlear implants

Watson

Verschuur

Lathlean

2016

Cochlear Implants International

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Whilst much research has focused on the general health needs of adolescents, little is known about the specific needs of teenagers who wear cochlear implants. Thus it is important to widen the knowledge base regarding the experiences of this population, and to assist professionals to support this age group more effectively.This qualitative study investigated teenage cochlear implant users' perceptions of deafness, surgery, fitting of the device and life as a cochlear implant wearer in order to gain a more comprehensive understanding of teenagers' experiences of living with a cochlear implant by putting their perspectives at the heart of the research. This was achieved by working with the teenagers collaboratively throughout the research.Phase one of the study involved engaging with a small group of teenagers with cochlear implants to develop a website that would allow them to share their experiences. In phase two, ten semi-structured interviews were undertaken and nine were analysed using template analysis. Some teenagers experienced great preoperative anxiety and significant post-operative pain. Anxiety and pain are physiologically linked so strategies for reducing their anxiety are discussed. There was also a mismatch between their expectations and the disappointing reality of adjusting to the device. Disconfirmation-expectancy theory suggests that expectations counselling may narrow this gap. However, over time they experienced significant functional and psychosocial benefits as a result of their lives being easier. Almost all described complex, flexible identities where they felt connections with both the hearing and deaf world. Theoretical models of deaf identity support this 'bicultural' state. However, the hearing world sometimes posed difficulties for them when the listening environment was challenging. By giving prominence to the teenagers' voices this study has added new knowledge concerning their experience of surgery. The findings also more fully revealed the challenges of adjusting to the device and the impact of having a cochlear implant on the teenagers' identities.ii iii

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Section: Educational and Occupational Outcomesmentioning

confidence: 99%

Section: List Of Figuresmentioning

confidence: 99%

Section: Educational and Occupational Outcomesmentioning

confidence: 99%

Section: Educational and Occupational Outcomesmentioning

confidence: 99%

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Exploring the experiences of teenagers with cochlear implants

Watson

Verschuur

Lathlean

2016

Cochlear Implants International

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“…The most regular placement for school-aged children with CIs seems to be mainstreaming [17,18] . In Finland, two main modes of educational settings for children with severe hearing impairments are in use: mainstreaming and special schools for the deaf (Basic Education Act 1998) [19] .…”

Section: Introductionmentioning

confidence: 99%

Spoken Language Skills and Educational Placement in Finnish Children with Cochlear Implants

Lonka

Hasan²,

Komulainen

2011

Folia Phoniatr Logop

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Objective: This study reports the demographics, and the auditory and spoken language development as well as educational settings, for a total of 164 Finnish children with cochlear implants. Methods: Two questionnaires were employed: the first, concerning day care and educational placement, was filled in by professionals for rehabilitation guidance, and the second, evaluating language development (categories of auditory performance, spoken language skills, and main mode of communication), by speech and language therapists in audiology departments. Results: Nearly half of the children were enrolled in normal kindergartens and 43% of school-aged children in mainstream schools. Categories of auditory performance were observed to grow in relation to age at cochlear implantation (p < 0.001) as well as in relation to proportional hearing age (p < 0.001). The composite scores for language development moved to more diversified ones in relation to increasing age at cochlear implantation and proportional hearing age (p < 0.001). Children without additional disorders outperformed those with additional disorders. Conclusion: The results indicate that the most favorable age for cochlear implantation could be earlier than 2. Compared to other children, spoken language evaluation scores of those with additional disabilities were significantly lower; however, these children showed gradual improvements in their auditory perception and language scores.

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Long‐Term Educational and Occupational Status of Prelingually Deaf Children Who Have Received a Cochlear Implant

Lee

Choi

et al. 2023

Otolaryngol.--head neck surg.

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ObjectiveTo investigate the long‐term educational and occupational status of prelingually bilateral deaf children who received a cochlear implant (CI) before the age of 7, and to identify factors that influence these outcomes.Study DesignRetrospective chart review.SettingSingle tertiary care center.MethodsSeventy‐one children who underwent CI surgery from 2000 to 2007 were included. The latest education and occupation status and word recognition score (WRS) were analyzed.ResultsThe mean age at the time of surgery and the current age was 3.9 and 22.4 years. The age at CI showed a negative correlation with WRS. All subjects had graduated from high school or obtained an equivalent educational qualification. General high school graduates showed a higher WRS than those who attended a special education high school. The college entrance rate of CI patients (74.6% %) was comparable to that of the general population (72.5%). Subjects who went to college had a significantly better WRS than those who did not (51.4% vs 19.3%). Excluding 30 subjects currently enrolled in college, 26 (62%) of the remaining 41 were currently employed and engaged in various vocational activities, of which most (21 out of 26, 81%) were employed through vocational training institutes, or via special recruitment policy for the disabled.ConclusionThe long‐term use of CI in prelingually deaf children enables not only speech perception but also produces comparable levels of education and employment to those of the general population. A good WRS and supportive policy were related to these successful outcomes.

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Education and training of young people who grew up with cochlear implants

Cited by 44 publications

References 30 publications

Exploring the experiences of teenagers with cochlear implants

Exploring the experiences of teenagers with cochlear implants

Spoken Language Skills and Educational Placement in Finnish Children with Cochlear Implants

Long‐Term Educational and Occupational Status of Prelingually Deaf Children Who Have Received a Cochlear Implant

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