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Updated: Feb 22, 2026
Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
Published on: March 24, 2023
Assessing the quality of life among children with cochlear implants in Saudi Arabia
1Department of Special Education, Prince Sattam bin Abdulaziz University, Al-Kharj, Saudi Arabia.
Insights
Cochlear implants enhance school readiness in children with hearing loss. Strong social relationships are key predictors of readiness, highlighting the importance of peer and teacher connections in early intervention.
Area of Science:
- Pediatric audiology and developmental psychology.
- Focus on cochlear implantation outcomes in Saudi Arabia.
Background:
- Cochlear implantation significantly improves auditory and linguistic skills in children with severe-to-profound hearing loss.
- Early intervention is crucial for optimizing quality of life and educational outcomes.
Purpose of the Study:
- To examine school readiness in young children with cochlear implants in Saudi Arabia.
- To investigate the predictive role of psychosocial factors (self-reliance, well-being, social relationships) on school readiness.
Main Methods:
- Cross-sectional correlational survey design.
- Online questionnaire administered to 155 parents of children with cochlear implants in Saudi Arabia.
- Non-probability convenience sampling via social media groups.
Main Results:
- Most children were perceived by parents as keeping pace with peers educationally.
- Moderate positive correlations found between psychosocial factors and school readiness.
- Social relationships emerged as the sole significant predictor of school readiness in regression analysis.
Conclusions:
- Fostering strong peer and teacher relationships is vital for children with cochlear implants.
- Promoting self-reliance and emotional well-being are also important for school readiness.
- Findings inform interventions aimed at enhancing educational readiness and quality of life for this population.
Abstract:
Cochlear implantation has emerged as a transformative intervention for children with severe-to-profound hearing loss, improving not only auditory and linguistic abilities but also broader aspects of quality of life. This study examined school readiness in toddlers and preschool-aged children with cochlear implants in Saudi Arabia and explored the role of psychosocial factors-self-reliance, well-being and happiness, and social relationships-in predicting readiness outcomes. Using a cross-sectional correlational survey design, data were collected from 155 parents via an online questionnaire distributed in social media groups for families of children with hearing loss. Data were collected using an online parent-reported questionnaire disseminated through established WhatsApp and Telegram groups for families of children with hearing loss in Saudi Arabia. A non-probability convenience sampling technique was employed to recruit participants. Descriptive statistics indicated that most children were perceived as keeping pace with peers in educational settings, although parental concerns about future school placement were common. Pearson correlations revealed moderate positive associations between each psychosocial factor and school readiness, while multiple regression analysis identified social relationships as the only significant predictor when all factors were considered together. The findings underscore the importance of fostering strong peer and teacher relationships in early intervention programs, alongside promoting self-reliance and emotional well-being. These results have implications for educators, policymakers, and rehabilitation specialists seeking to enhance the educational readiness and quality-of-life outcomes of children with cochlear implants in Saudi Arabia.
