How do families perceive school and school life of a child with Cochlear Implant? A comparison between an Italian and a Swedish sample (original) (raw)
Related papers
A psychosocial follow-up study of children with cochlear implants in different school settings
EDUCARE-Vetenskapliga skrifter, 2006, 2006
In order to study the psychosocial and communicative consequences of cochlear implants (CI) in deaf children in Sweden, a longitudinal study of 22 preschool children with cochlear implants was carried out. When the children had started school a continued longitudinal follow up study of the same group of children was initiated in order to follow their development in different school settings. Twenty of the 22 children took part in the school study and a short overview of some of the main results of the school study is presented here.
PARENTAL NEEDS OF TRANSITION OF CHILDREN USING COCHLEAR IMPLANTS FROM PRESCHOOL TO INCLUSIVE SCHOOL
The families of children with hearing impairments are more focused on early detection and intervention. Transition to school is a stressful experience to the parents as they miss out on understanding the importance of transition process and the information required for a successful, efficient and effective transition to school. The current study was aimed to evaluate the needs of parents on transition of their children with hearing impairment from preschool to inclusive school. Thirty five mothers of children with hearing impairment using cochlear implants in the range of 4-6 years participated in the study. Scale of parental needs in transition to school (Kargin, Baydik & Akçamete, 2004) was modified, adapted and administered on the mothers. Percentage analysis indicated that 75% of parents expressed need for information on most of the areas of transition to school. Correlation between groups was found to be significant with respect to educational status, age of the mothers and socio economic status of the families. Parents are the most influential yet significantly underrated factors in children's education and hence their information needs should be determined for successful transition process.
Journal of International Advanced Otology
Objective: Exploring the needs of the parents of children with cochlear implants during transition to pre-school institutions. The effects of variables such as the gender, chronological age of the child, duration of the using hearing aid before implantation, age of the implantation, duration of the using of cochlear implant, age at which child began attending rehabilitation center, age and educational state of the parents, socioeconomic level of the family, participation of the parents to the educational program, present of hearing impairment individuals in family are also considered. Materials and Methods: 130 parents who have children with cochlear implant with ages ranging from 3 to 6 participated in this study. “The Scale Parental Information Needs in Transition to Kindergarten” was used to determine the parents’ needs. Results: It was found out that the families need all of the information related to transition to pre-school institutions. Except the educational state of the mot...
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.
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.
Academic Achievement of Polish Children with Cochlear Implants at the End of Their Primary Education
Journal of Hearing Science, 2019
Background: Pediatric cochlear implant programs have been running in clinics around the world for more than 30 years. Application of a cochlear implant gives a deaf child the possibility of acquiring communication skills as good as those of their hearing peers. Reports of the school performance of deaf students who use cochlear implants are scarce. Reliable information is constrained by the difficulty of obtaining results from large groups of students with cochlear implants and of standardised tools to assess their academic abilities. The aim of this study was to evaluate the scores on a primary school competency test from children using cochlear implants and to compare them with scores from their typical hearing peers from Poland. Materials and methods: The study group comprised 160 children with prelingual hearing loss. The measures for evaluating school achievements were the results of a standardised test at the end of primary school. Twenty one percent of the CI children did the standard version of the test (without any adjustments to the needs of students with a hearing loss), while the other 79% did an adjusted version of the test. Results: In general, the mean scores achieved by the CI children who did the standard version of the school test were slightly better than the mean results of the typical hearing group sitting the same test. The differences of means in favor of CI children were 3.4 points in overall score (which had a maximum of 40 points), and 0.3, 1.3, 0.7, 0.7, and 0.6 respectively on the subscales of reading, writing, reasoning, using information, and practical application of knowledge. However, on an adjusted version of the test, the mean scores obtained by the CI children were somewhat lower than the mean scores for all the children doing the same test (2 points in overall score, and 1.1, 0.5, 0.4, 0.02, and 0.2 on each respective subscale). Summary: The 21% of CI children who did the standard version of the school test (without any adjustments) had results which were on a par with those of children with normal hearing. The 79% who did the adjusted version of the test had results which were comparable to those of hard-of-hearing children.
Global Journal of Health Science, 2017
Cochlear implantation has become increasingly accepted as an option for early implantation in the deaf. The aim of this study was to compare the opinions of 250 classroom teachers and 200 speech, language and hearing specialist teachers regarding the behavior and emotions of the students with cochlear implants using the Strengths and Difficulties Questionnaire (SDQ), which is divided between 5 scales: a) emotional symptoms, b) conduct problems, c) prosocial behavior, d) peer relationship problems, and e) hyperactivity/inattention. The results have shown that there are important discrepancies between the two, both in the externalization of conduct problems and in prosocial behaviors, although there are notable coincidences related to attention factors and to the exceptional presence of emotional symptoms of these students in new situations.
Communication with Deaf Pre-School Children Using Cochlear Implants
This study evaluated the communicative, social, and emotional development of 22 deaf Swedish pre-school children with cochlear implants over a 2-year period. Video-recordings (every 3 months) and observations of the children in natural interactional settings at home and school as well as interviews with parents and teachers provided the study data. The children were between 2 and 6 years old when the study began and between 4 and 8 years when the last video recordings were made. By the end of the study children had had their implants between 1 and 3.5 years. Sixteen of the children were pre-lingually deaf. No clear patterns were found regarding the effects of variables like time and cause of deafness, time with implant, or time of operation on the children's ability to perceive and produce spoken language at the end of the 2 years. Analysis of videotapes did identify common traits and attitudes of families where the children developed more favorably including establishment of a ...
Observing Classroom Participation of a Student with a Cochlear Implant in Mainstream Settings
Practice and Theory in Systems of Education, 2010
A cochlear implant is a small, complex electronic d evice that can help to provide a sense of sound to a person who is prof oundly deaf or severely hard-of-hearing. Cochlear implantation may open the door to educational choices that parents may not have previ ously considered making. Children with CI can be educated in mainstr eam settings. We conducted a single case study investigating the qua litative aspects of the inclusion process of a child with a cochlear im plant in a mainstream school in Republic of Macedonia. Our int ention was to give a description of the life and events in the inclusive classroom and to determine the social implications of the disabil ity. This was an original study, the first one of its kind in our country. We believe that this study gave precious and valuable findings abou t the manner of administration of the process of inclusion of the c hildren with a cochlear implant in the regular schools. Because th is was an action research it resulted with the ...