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Relationships among professionals' knowledge, experience, and expectations regarding cochlear implants.

Drorit Ben-Itzhak1, Tova Most, Amatzia Weisel

  • 1Micha Early Intervention Program for the Deaf, Tel Aviv, Israel.

American Annals of the Deaf
|February 10, 2006
PubMed
Summary

Teachers and communication clinicians possess limited knowledge about cochlear implant (CI) specifics but hold moderate to high expectations for CIs, influenced by their experience.

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Area of Science:

  • Audiology
  • Special Education
  • Speech-Language Pathology

Background:

  • Cochlear implants (CIs) are advanced devices offering auditory feedback to individuals with severe to profound hearing loss.
  • Understanding the knowledge and expectations of professionals involved in CI care is crucial for optimizing outcomes.
  • Teachers of deaf students and communication clinicians play vital roles in supporting children with CIs.

Purpose of the Study:

  • To investigate the relationship between self-reported knowledge and expectations regarding cochlear implants (CIs) among teachers and communication clinicians.
  • To explore these professionals' perspectives on communication mode, educational placement, and social integration for children with CIs.
  • To identify potential disparities in knowledge and expectations between teachers and communication clinicians.

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Main Methods:

  • A survey was administered to 47 teachers of deaf students and 35 communication clinicians.
  • Participants reported their knowledge of CIs, including aspects like mapping, costs, and candidacy.
  • Professionals also indicated their expectations for CI outcomes and their views on post-implantation communication and social settings.

Main Results:

  • No significant differences were found in self-reported CI knowledge between teachers and communication clinicians.
  • Both groups demonstrated limited knowledge regarding CI mapping, costs, and insurance, but reported good knowledge of candidacy criteria.
  • Expectations for CIs were moderate to high and correlated significantly with participants' knowledge and experience with these devices.

Conclusions:

  • Professionals supporting children with CIs have gaps in specific knowledge areas but generally hold positive expectations.
  • Experience and knowledge levels significantly influence professionals' expectations for cochlear implant effectiveness.
  • The majority of surveyed professionals advocate for spoken language, mainstream inclusion, and social interaction with both hearing and hearing-impaired peers.