Educational performance of pediatric cochlear implant recipients in mainstream classes

Mukari, Siti Zamratol Mai Sarah; Ling, Lai N.; Ghani, Hanizam A.

doi:10.1016/j.ijporl.2006.10.005

Cited by 55 publications

(52 citation statements)

References 22 publications

(28 reference statements)

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“…Part C: we found that the mean scores of Persian literature improved by 1.2 marks; the mean scores of mathematics were higher than literature scores. These results were consistent with the findings reported by Mukari et al (25) and Traxler (26), who studied the educational performance of hard-of-hearing children. Their findings indicated that the subjects' language performance was weaker than their math skills.…”

Section: Discussionsupporting

confidence: 93%

Is Health Care Support Associated with Better Educational Achievement in Sensorineural Hearing Impaired Students with Overlooked Recurrent Otitis Media?

et al. 2017

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Background: Otitis media is an important health care problem in school-age children. Moreover, the prevalence of allergic rhinitis, a major and common cause of otitis media, is increasing among children. Recurrent otitis media may occur without any noticeable symptoms and affect the auditory threshold (AT). Only a few decibles increase in hearing loss does not have the same effect on the hearing ability of individuals with different degrees of hearing loss. With this background in mind, in this study, we aimed to determine whether diagnosis and medical treatment of overlooked recurrent otitis media are associated with the educational achievement of students with sensorineural hearing impairment. Methods: The present study with a pretest-posttest design was conducted on 30 students (aged 12 -20 years) with bilateral sensorineural hearing impairment, AT above 30 dB HL in the better ear, and recurrent (2 episodes) middle ear infection over 9 months during 2012 -2014. The participants were examined regularly and received medical treatment when indicated. The mean scores of total average, Persian literature (eg, reading, writing, and spelling), and mathematics were measured to assess the subjects' educational achievement. Results: Based on the findings, the total average scores significantly changed from 16.2 to 17.2. Also, the students' Persian literature (from 16.8 to 18) and mathematics (from 13.8 to 16.7) scores were significantly improved. In addition, AT considerably decreased after

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Section: Discussionsupporting

confidence: 93%

Is Health Care Support Associated with Better Educational Achievement in Sensorineural Hearing Impaired Students with Overlooked Recurrent Otitis Media?

et al. 2017

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“…These figures were reported as being very similar to those for the general population of France, where 53% of individuals have at least a high school diploma (Venail et al, 2010). A third study of Malaysian children reported that for children implanted relatively late (aged 3-4 years), 56% performed below the average level academically, with greatest achievement in mathematics rather than language (Mukari et al, 2007).…”

Section: Literacy and Academic Outcomesmentioning

confidence: 54%

Cochlear Implants in Children: A Review

Sarant¹

2012

Hearing Loss

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“…[2][3][4][5] Várias pesquisas têm sustentado os efeitos deste método de reabilitação na diminuição do impacto da surdez, que se traduz na recuperação da capacidade auditiva, percepção dos sons e parâmetros segmentais da fala e, por conseguinte, no desenvolvimento da linguagem oral em crianças implantadas precocemente. 1,[6][7][8][9][10] O implante coclear, sobretudo quando realizado antes dos três anos de idade, permite que a criança esteja exposta aos sons durante o designado período crítico, no qual se Ramos D, et al Implante coclear e surdez congénita, Acta Med Port 2015 Jul-Aug;28 (4): [442][443][444][445][446][447] desenvolvem as capacidades neurológicas que permitem uma melhor aprendizagem da linguagem e da fala.…”

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O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

et al. 2015

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Acta Med Port 2015 Jul-Aug;28(4):442-447 RESUMOIntrodução: As crianças com surdez neurossensorial severa a profunda podem adquirir vocabulário e estruturas sintácticas para comunicarem pela linguagem oral, após implante coclear. Objectivo: Identificar as capacidades linguísticas em crianças, com implante coclear. Material e Métodos: Estudou-se a linguagem oral em 18 crianças, entre nove e 10 anos, com surdez neurossensorial profunda bilateral congénita, com implante coclear, avaliadas com a Grelha de Observação da Linguagem-Nível Escolar. As pontuações obtidas foram comparadas com as das crianças normo-ouvintes com igual idade auditiva. Resultados: As pontuações nas estruturas linguísticas estudadas, crianças implantadas vs. padrão das normo-ouvintes foram: fonologia 29, 44 ± 8,4 vs. 29,68 ± 5,90, p = 0,91; semântica 18,55 ± 8,89 vs. 19,20 ± 4,85, p = 0,76; morfossintaxe 21,89 ± 12,85 vs. 26,35 ± 10,36, p = 0,159. Nas provas da estrutura semântica, não se registaram diferenças estatisticamente significativas. Na morfossintaxe, a diferença foi estatisticamente significativa na derivação das palavras, 2,83 ± 2,81 vs. 4,65 ± 1,64, p = 0,014. Na fonologia, verificou-se diferença significativa, na prova de discriminação de pseudopalavras, 6,6 ± 2,8 vs. 8,37 ± 2,32, p = 0,023. Na segmentação silábica, as crianças implantadas tiveram uma pontuação significativamente superior ao padrão 8,56 ± 1,6 vs. 5,9 ± 1,58, p < 0,001. Discussão: A semelhança das pontuações obtidas pelas crianças com implante coclear em relação ao padrão nas componentes linguísticas estudadas, confirma que o implante coclear promove o desenvolvimento da linguagem verbal oral nas crianças com surdez congénita. Conclusão: As crianças implantadas obtiveram ganhos de linguagem similares às normo-ouvintes com igual idade auditiva. Palavras-chave: Acústica da Fala; Criança; Desenvolvimento da Linguagem; Implantes Coclears; Percepção da Fala; Perda Auditiva Neurossensorial. ABSTRACT Introduction:Children with severe to profound sensorineural deafness can acquire vocabulary and syntactic structures to communicate by oral language, after cochlear implant. Aim: Identify the linguistic skills of children with cochlear implant. Material and Methods: Eighteen children of both gender, between 9 and 10 years, with congenital bilateral deafness, using cochlear implant, were studied. The evaluation instrument used was Observation Chart of Language-School Level. The results were compared with standard of normal-hearing children with the same hearing age. Results:The scores registered in the linguistics structures studied, comparing implanted children and standard, was: phonology, 29.44 ± 8.4 vs. 29.68 ± 5.90, p = 0.91; semantics, 18.55 ± 8.89 vs. 19.20 ± 4.85, p = 0.76; morpho-syntax 21.89 ± 12.85 vs. 26.35 ± 10.36, p = 0.159. Regarding the tests of semantics, there was no significant difference. Concerning the tests of morpho-syntactic structure, the difference was significant in the derivation of words, 2.83 ± 2.81 vs. 4.65 ± 1.64, p = 0.014. In the phonology, a s...

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Educational performance of pediatric cochlear implant recipients in mainstream classes

Cited by 55 publications

References 22 publications

Is Health Care Support Associated with Better Educational Achievement in Sensorineural Hearing Impaired Students with Overlooked Recurrent Otitis Media?

Is Health Care Support Associated with Better Educational Achievement in Sensorineural Hearing Impaired Students with Overlooked Recurrent Otitis Media?

Cochlear Implants in Children: A Review

O Impacto do Implante Coclear na Linguagem Oral das Crianças com Surdez Congénita

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