Children With Cochlear Implants in Australia: Educational Settings, Supports, and Outcomes
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This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One hundred and fifty-one teachers completed a survey on one child with a cochlear implant and 15 of these teachers were interviewed. Teachers reported their perceptions of children's functional outcomes in a range of communication, academic, social, independence, and identity areas. Reported achievements in literacy, numeracy, and social development were below class levels. Implications for educational authorities and professionals working with children with cochlear implants are discussed.
Journal of Deaf Studies and Deaf Education
© 2010 Oxford University Press. This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Journal of Deaf Studies and Deaf Education following peer review. The definitive publisher-authenticated version Children With Cochlear Implants in Australia: Educational Settings, Supports, and Outcomes, Journal of Deaf Studies and Deaf Education, 15(4), 2010, 405-421 is available online at: http://dx.doi.org/10.1093/deafed/enq019.
Special Education and Disability