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Frequently Asked Questions
Question 1:
I am looking for information about cochlear implants. Can you help me?
A wealth of information on cochlear implants can be located through The
Cochlear Implant Education Center Home Page on the Clerc Center web site
at: http://clerccenter.gallaudet.edu/CIEC/
See About Us and Services
for specific information about the role of our Center and a description
of the program and services provided to students with cochlear implants
at the Gallaudet Laurent Clerc National Deaf Education Center.
Resources provides a listing
of numerous resources related to cochlear implants and deaf children.
Agencies, organizations, manufacturers, and other information sites are
linked, including NECCI (Network of Educators of Children with Cochlear
Implants), NAD (National Association of the Deaf), NIDCD (National Institute
on Deafness and Communication Disorders), The Alexander Graham Bell
Association
for the Deaf, ASHA (American Speech Language and Hearing Association)
, "The Listen-Up Web," and "The Sound and the Fury." Implant manufacturers
offer an abundance of free materials as well as information on technology,
products, history, candidacy, services, and news. Also available are
websites that are able to simulate listening through a cochlear implant,
links the reader to information on videotapes, computer software, and
training programs from various vendors
related to developing spoken language skills.
From the Clerc Center Web site (http://clerccenter.gallaudet.edu)
additional information may be found via links such as "Assistive
Devices," "Info-to-Go,"
"KidsWorld
Deaf Net," and the Support
Services' "Handout Series."
Question 2:
What is your opinion about using sign language for students with cochlear
implants?
We believe that, given appropriate support, spoken language and sign
language can be nurtured and developed simultaneously. While professional
opinions may vary as to the impact of sign language usage on the development
of spoken language, it is important that these opinions be evaluated within
the context of the child's overall academic, language, communication and
social-emotional development. A child with a cochlear implant can potentially
develop spoken language skills while also using sign language; however,
for increased spoken language outcomes, consistent opportunities to train,
utilize, and develop the auditory potential provided by the implant must
be incorporated into the child's school and home life.
While there continues to be controversy regarding the use of sign language
for implanted children, it appears that the value of supporting signing
for this population is increasing. Of 439 families of school-aged children
with cochlear implants questioned in a 1997-1998 survey by Gallaudet University
Research Institute, 2/3 of the families continued to use sign as a support
for communication in the home.1 Amy McConkey Robbins, in volume 4, issue 2 of "Loud
and Clear", a publication of the Advanced Bionics Corporation states
that "a substantial proportion of children with cochlear implants
utilize sign language" and that "pediatric implantees are about
equally divided between those who use Oral Communication and those who
use Total Communication.
As the support for the use of sign language for implanted children expands,
the role it may play for each child may vary based on a number of factors
including:
- Extent and nature of sign use prior to implantation,
- Individual progress in development of spoken language skills
- Student preference and/or benefit from addition of sign language
- Family motivation to include and continue sign use
- Family decision for the child to be bilingual in ASL and English
Allow a child's communication behaviors to provide guidance in making
decisions about the use of sign language. While the goal of obtaining
an implant is to increase the potential for utilizing audition to ease
the development of spoken language, it is important that this goal be
pursued within the context of the child's overall developmental needs.
The Cochear Implant Education Center gathers and shares information at
a national level related to effective strategies to educate students with
cochlear implants who use sign language. As part of this focus we hosted
a national meeting in April, 2002, which brought together professionals
from across the country to discuss this issue, share information, and
identify recommended practices for educational settings. Proceedings
from this meeting, including presentations, powerpoints, discussion group
summaries, and handouts are available at our website: http://clerccenter.gallaudet.edu/CIEC/
(see "Conference Proceedings")
1
Parents Perceptions and Experiences with their Children's Cochlear Implants.
Report of the Results of a Survey of Parents of Pediatric Cochlear Implantees,
Gallaudet Research Institute, 1998
Question 3.
We are setting up a program for students with cochlear implants. What
do you do for students with implants in your school?
A combination of classroom placement choices and support service options
are available for students with cochlear implants from early childhood
through high school.
A team of in-house support service specialists provide comprehensive
assessment, counseling, and habilitation services to students before and
after the implantation process. Placement and supports are determined
on an individualized basis through the IFSP/IEP process.
For our students enrolled in the Early Childhood Education program, students
are integrated into classrooms with students who have a range of hearing
levels, amplification use, and language/communication competence. The
primary objective is to facilitate language development and effective
communication. Professionals working with the children provide proficient
language models for both American Sign Language and spoken English.
We are looking at the role that Sign Language will play in the development
of spoken language skills. Students in preschool through 8 th grade are
provided individualized classroom and support services meeting individual
student needs related to their cochlear implant as designated in their
IFSP/IEP goals. A plan is developed that designates times for auditory
and speech development training, as well as recommendations to incorporate
activities and strategies supporting spoken language development and use
into the classroom environment. High school students with cochlear implants
are integrated into existing classrooms. Service and additional supports
for students related to cochlear implants are monitored by the school
audiologist.
Other additional supports available to all students with implants include:
- Workshops and individual counseling for students before, during and
after the implant process.
- Orientation to cochlear implants for members of the school community
(staff and students)
- Workshops and individual counseling sessions for families to share
information and assist families in understanding to help them make informed
choices related to cochlear implants. Families of students with cochlear
implants participate in on-going workshops designed to answer questions
and to demonstrate how they can support their child's spoken language
development at home.
- Ongoing contacts with local hospital implant centers to facilitate
the implantation process and promote carryover of therapy techniques
from clinic to school to home.
- On-site mapping equipment is available to adjust the externally worn
speech processing components of the implant. Replacement parts are available
to promote daily functioning of the device.
For further information about our Services to students with cochlear
implants, visit our website at: http://clerccenter.gallaudet.edu/CIEC/services.html
Question 4:
My child has a cochlear implant and uses sign language. Can you recommend
the best educational program for my child?
The Cochlear Implant Education Center investigates, evaluates, and disseminates
effective practices related to cochlear implant technology and its role
in the education of deaf children. We do not recommend specific programs
to families, but rather encourage families to examine a child's individual
needs and circumstances. There are varied profiles and outcomes for children
with cochlear implants, just as with all deaf children. This diversity
should be reflected in the diversity of educational program and service
options. Factors related to the child's history, age, language functioning,
communication mode, social/emotional development, family, and cultural
environment will influence program choices and expectancies.
An appropriate program should recognize factors influencing a child's
overall educational development, respond to a child's individual needs,
program for the child as a whole, and not define the child's educational
program by the implant alone. This may include the on-going nurturing
and development of both visual and spoken language. Certainly an appropriate
educational program for a deaf student with a cochlear implant should
provide consistent audition and spoken language training utilizing and
building upon the additional access to sound provided by the implant.
Compiled by:
Debra Nussbaum, Coordinator, Cochlear Implant Education Center
Susanne Scott, Outreach Specialist, Cochlear Implant Education Center
Revised 3/6/07
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