Cochlear Implantation as a Way to Overcome Hearing Problems (original) (raw)
Related papers
Benefit of Cochlear Implantation in Children with Multiple-handicaps: Parent's Perspective
International archives of otorhinolaryngology, 2018
The cochlear implants centers in the world are studying the cochlear implantation in children with multiple handicaps. To develop a questionnaire to analyze the subjective benefits of the cochlear implantation in multiple handicapped children according to their parent's perspective. A questionnaire was applied to 14 families of multiple handicapped children, aging from 2-12 years old and having from 11 months to 11 years of implant use. The social-emotional abilities were improved because of many factors, such as: auditory exposure, which happened in 84% of the children; recognition of their own names, which increased in 56%; and development of eye contact, in 28% of the subjects. Other benefits appeared to be: music appreciation and more attention and adherence to other therapies and school activities. Besides, some children became interested in objects, playing with other children, and more adapted to daily routines. Thirty-five percent of the children acquired oral langua...
Trends in educational services for children with cochlear implants
International Congress Series, 2004
Two surveys of parents of children with cochlear implants were conducted to assess trends in children's educational needs. The majority of children used spoken language and attended mainstream though there was diversity both in terms of the children's language modality and school placement. In both years of the survey, approximately one-third of families noted they had difficulty obtaining the special education services their child needed at school. D 2004 Elsevier B.V. All rights reserved.
Journal of Pediatric and Neonatal Individualized Medicine, 2013
Introduction. During the summer 2011 a study was undertaken in Italy and Sweden in families who had a son or a daughter at school with a Cochlear Implant (CI). CI-children are an emerging group in school and society today. Until recently studies have often compared CI-hearing with deafness but fortunately today CI-children and CI-hearing represent a new reality with sometimes surprising language acquisition. The main aim of the present study was to investigate CI-children in school, kind of CI and hearing devices, their well-being, friends, teachers availability, parents' perception of collaboration that exist between teachers and special staff, acoustics in classrooms and other areas. Material and method. Data were collected using a multi-structured questionnaire of 27 items. Results. Ninety-seven Swedish families and 115 Italian families answered and sent back the questionnaire. The percentage of respondents in both samples was around 50%. The results show some similarities between the two countries and some interesting differences. The most striking difference between the Italian and the Swedish sample concerned the number of bilateral CI. In the Italian sample only two girls and four boys had bilateral implants, while in the Swedish sample 29 girls and 39 boys had bilateral implants. Discussion. From the results of the present study it seems that the CIchildren who participated in both Italy and Sweden are well adapted at school. To identify those children who are born deaf and could have their hearing restored by CI is so important.
South African Journal of Child Health, 2016
Studies on cochlear implantation (CI) have mostly highlighted the rollercoaster emotions experienced by families when a diagnosis of a hearing impairment is made. [1] The experiences of caregivers post CI have largely been neglected. For this article, the term caregiver refers to the natural parents or any family members who may assume the role of caring for a child who may not be their biological child. [2] In South Africa (SA) many children are being raised by grandparents mostly due to divorce, substance abuse, child abuse/neglect, HIV/AIDS, unemployment or death. [3,4] Furthermore, SA is a developing country characterised by high rates of poverty, unemployment, poor access to healthcare facilities and a high burden of disease. [5] There are also discrepancies in gender equality where women, often grandparents, are the ones who assume the caregiver role, [6] and in most cases, these grandparents are above the age of employment, thereby relying on government's pension grant for income. [3] Consequently, caregivers inherit the 'caregiver burden' , [7] described as the 'consequences of the activities involved in providing necessary direct care to a relative or friend that result in observable and perceived costs to the caregiver'. [7] In this case the caregiver burden is associated with raising a child with cochlear implants. Background Globally, 6 in 1 000 babies are born with a hearing impairment. [8] This affects language acquisition, since language development relies heavily on hearing. [9] Unless hearing impairment is identified and managed early, a child with a hearing impairment may miss an opportunity to develop spoken language. [9] Although SA is a developing country with access to developed world technology, [5] the public healthcare sector is marred by poor service delivery, and this affects the early detection and management of hearing impairments. [5] While rehabilitative services are essential, they are not a high priority when compared with life-threatening diseases such as tuberculosis (TB) or HIV/AIDS. [10] Cochlear implants are highly recommended in children with severe-to-profound sensorineural loss, [11] and who meet the candidacy criteria as discussed by Gray et al. [12] However, cochlear implants are costly. Kerr et al. [10] found that in the first 10 years of implantation, the average estimated cost for a paediatric CI was ZAR455 225. This figure may have since increased, affecting families with children who are fitted with cochlear implants. The CI process is also lengthy and emotionally draining. According to Luterman, [13] having a child with a hearing impairment creates stress within the family owing to continuous decisions such as suitable schools and the mode of communication for the family. There are ~10 schools in Gauteng Province, SA, that cater for children with hearing impairments (Peel EL. Inclusive Practice in South Africa. A Deaf Education Perspective. 2004: unpublished). The mode of communication offered and the proximity of the school may cause a concern for parents. Parents may enrol children at boarding schools or alternatively choose a local mainstream school or a school for learners with special educational needs. These often fail to cater for a child with cochlear implants. Methods A purposive sampling strategy was used to recruit three biological mothers and two caregivers. Parents/caregivers of children who were prelingually deafened between the ages of 3 and 5 years, fitted with cochlear implants and currently attending paediatric aural rehabilitation (AR), were recruited (Table 1). Background. Cochlear implantation aims to provide an effective means of spoken communication for prelingually deaf children. However, studies in this field are mostly clinically orientated, with little focus on the experiences and long-term concerns of families post cochlear implantation (CI). Objective. To describe the long-term concerns post CI as experienced by parents/caregivers of prelingually deaf children between the ages of 3 and 5 years, and to determine the role of support groups with regard to effective intervention and coping post CI. Methods. A phenomenological, non-experimental research design was conducted through semi-structured, indepth, one-on-one interviews with five parents/caregivers. Results. Caregivers reported concerns with changes in family support, financial difficulties, poor communication, and schooling and vocational prospects for their children. Conclusion. The findings of this study highlight a need for continued support for parents and families with children who have been fitted with cochlear implants. This should be through the use of a family systems perspective model that takes into account the impact on the quality of life of families with children who have a hearing loss or who are fitted with cochlear implants. There is a need for a contextualised longitudinal study where, based on previous observations and experiences, parents/caregivers are reminded about the continual long-term expenses associated with CI. This includes maintenance costs, hospital visits and school placement when the children reach school-going age.
Issues faced by Parents of Children with Cochlear Implant in Everyday Life
2019
DOI: 10.21276/sjams.2018.6.12.27 Abstract: The current study is observational study was conducted on a total of 100 participants. The participants were parents (from either parents or both) of children with cochlear implant. The data was collected from subjects who had enrolled in different government schemes (MBSY, ADIP, RBSK) for receiving free of cost pre and post cochlear implant services. Two groups of Life Stress after CI & Depression after CI with Mean 1.92 & 2.23 & S.D 0.63 & 0.46 respectively among the response of the questionnaire 16 responses out of 28. The current study described parent’s everyday problems that are associated with raising children who undergo CI. So while planning intervention to children we need work upon the issues which parents of children with CI are going through and could at the same time empower parents to acquire specific competencies in efficiently solving problems and coping with various parenting demands.
Schooling and educational performance in children and adolescents wearing cochlear implants
Cochlear Implants …, 2005
The aim of the study was to assess the impact of cochlear implant use on schooling. Design Retrospective study which examined the educational characteristics, gap between chronological age and class attended, learning skills and quality of social interaction with peers and adults in 50 children with cochlear implants. Methods Structured interviews with parents, questionnaires for teachers, school report cards and psychometric tests. Results Majority of children attended state schools in mainstreamed classes; 88% had a support teacher and 86% followed Oral Communication. These children showed a smaller disparity (0.4 years) between their chronological age and class attended. No insufficient performers were seen in learning skills. Greater competence in linguistic and logical areas tended to correspond to more intensive rehabilitation. Children were cooperative, assertive with peers and grew fond of teachers and communication assistants. Conclusions Schooling proved to be satisfactory in prelingually deafened children and adolescents wearing cochlear implants.
2016
Introduction: Cochlear implantation can facilitate the development of communication skills in children with profound hearing loss. The objectives of our study were to determine the average ages at suspicion and diagnosis of hearing loss, amplification, intervention, and performing the cochlear implantation and to investigate the effects of the parents' level of education and economic circumstances on the age of the child at cochlear implantation. Materials and Methods: The parents of 96 children with profound sensorineural hearing loss who had received a cochlear implant at Amir-Alam Cochlear Implant Center between 2008 and 2010 were asked to complete a survey. The survey included demographic information, and birth, medical, and hearing loss history of their child. Study data were obtained through the patient database in the Cochlear Implant Center and interviews with the parents. Results: The mean times between the age of the children at diagnosis of hearing loss and amplification, beginning the rehabilitation program, and performing the cochlear implantation were 4.05 (±0.86), 2.59 (±0.9), and 25.43 (±1.45) months, respectively; delays that were statistically significant (P≤0.004). In 47.9 percent of cases, the parents were the first people to suspect the occurrence of hearing loss in their child. Statistical analysis indicated that the age at cochlear implantation decreases as the educational level of the parents increases (P≤0.003). There was also a significant difference between parents' economic circumstances and the age of cochlear implantation (P<0.0001). Conclusion: There is still a remarkable delay between the diagnosis of hearing loss and aural rehabilitation in hearing-impaired children. Parents' levels of education and economic circumstances have a noticeable effect on the age of cochlear implantation in hearing-impaired children.
Factors that affect the social well-being of children with cochlear implants
Cochlear Implants International, 2008
The aim of the study was to identify factors associated with the level of social well-being for cochlear implanted children and to estimate effect-related odds ratios for the children's well-being. Another aim was to analyse associations between speech and language level and the level of social well-being. Data relate to 167 children with cochlear implants. In structural interviews, parents rated their children's level of social well-being regarding the degree of their child's personal-social adjustment. Five different factors were considered. Logistic regression models and proportional odds models were used to analyse the relationship between the considered factors and the assessments. The analyses showed that the communication mode at home was the most highly associated factor. A statistically signifi cant association was found between the level of social well-being and speech understanding, speech production and vocabulary. Children who were exposed to a spoken language had considerably better odds of having a high level of social well-being compared to children with a mixture of spoken language and sign support or sign language. Copyright