LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 21:2 February 2021
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Mainstream School Performance of Children with Hearing Impairment
Using Cochlear Implant: A Preliminary Report from a Teacher’s Perspective

Madhumitha, R. and Dawson Gladys Prathiba

Abstract

Cochlear implantation in children with hearing impairment (HI) have demonstrated significant outcomes in the areas of spoken language development and education. However, it has been reported that children with cochlear implant (CI) have variable performance in regular educational settings. Therefore, the aim of study is to understand the issues related to classroom performance in children with cochlear implant from a teacher’s point of view. Children with cochlear implant placed in mainstream education were recruited for the study. The class teacher filled out a questionnaire that was developed which included 14 domains that was identified based on previous literature. The results indicated significant lacunae in the areas of communication, listening, and social interaction, use of appropriate compensatory strategies, test taking skills, reading, and writing. Children with CI exhibited considerable deficits in mainstream education. However, the study highlighted the potential areas that required professional support to cope with mainstream education. The results of the study can also help to enhance teacher education and thereby facilitate better learning opportunities for children with CI.

Keywords: Mainstream education, Cochlear implants, Rehabilitation, Inclusion, Communication

Introduction

Cochlear implantation has become a recognized treatment option for individuals with severe to profound hearing loss (Niparko et al., 2010). The outcomes of cochlear implant (CI) device are well recognized in the areas of speech perception, speech production, verbal language, reading, social interaction, quality of life and mainstream education (Wu et al., 2013). Children implanted at an early age are trained to acquire necessary skills of speech recognition and language development. Hence, early implantation enables children with hearing loss to be integrated in mainstream education as their hearing peers (Damen et al., 2007). Significant positive academic outcomes have been reported by parents of children using CI in mainstream education (Chundu et al., 2014). The implementation of the National Educational Policy in 1986 and the Persons with Disabilities Act, 1995 has facilitated children with CI to be enrolled in mainstream schools. However, the placement of these children in mainstream education still remains a challenge in India.

The children with hearing impairment encounter various difficulties to cope in the regular educational system. They commonly experience speech and language deficits and show signs of lower academic achievement and have poor psychosocial development than their normal hearing peers (Punch & Hyde, 2010; Wu et al., 2013). These difficulties affect their overall performance in mainstream education. Previous studies have identified that children with CI face communication and listening difficulties (Archbold et al., 2002; Bouton et al., 2012; Leigh et al., 2013). The cognitive skills and social behaviors are also affected compared to the other hearing peers in the class (De Giacomo et al., 2013; Kluwin, 2002). Classroom noise levels also create annoyance to the child with hearing impairment in mainstream education (Crandell & Smaldino, 2000; Stinson, 1999). All this has a significant impact on the overall quality of life in children with hearing impairment (Damen et al., 2007; Hintermair, 2011; Kyle & Harris, 2006). Children with hearing loss had significantly delay in reading and other literacy related areas (Moog & Geers, 2003; Prakash, 2012).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Madhumitha. R.
MASLP (Masters in Audiology and Speech Language Pathology
Research Assistant, COMDEAL, Bangalore
madhumitha.7117@gmail.com

Dawson Gladys Prathiba (Corresponding Author)
MASLP (Masters in Audiology and Speech Language Pathology)
Assistant Professor
Department of Speech, Language and Hearing Sciences
Faculty of Allied Health Sciences
Sri Ramachandra Institute of Higher Education& Research (DU)
Porur, Chennai 600116
prathiba.dawson@sriramachandra.edu.in
+91 9841133268
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