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type of communication training (total communication, auditory-oral communication, cued speech, etc.) a student used before the implant
type of communication the student uses after the implant
To get maximum benefit from a cochlear implant, a student will need individual training, such as
speech training
lip reading training
auditory training
To progress with their classmates, students with cochlear implants may still need
special accommodation in the classroom
preferential seating
a note taker
a quiet environment, away from air handlers and other noisy equipment
a sign-language interpreter or cued speech interpreter
Students need time to adjust and accommodate to their cochlear implants. The amount of time they need varies. During the accommodation period, students need language input from all sources they used before their implants.
Educators should treat their students with cochlear implants as individuals, each having particular communication needs. Students don't get equal benefits from cochlear implants.
Students with cochlear implants may find it harder to
digest new and difficult subject matter
interact in unfamiliar and complex social situations
Educators should be aware that frequent changes to educational programs involving students with cochlear implants (program hopping) may impede learning.
Educators can help their students in other ways to achieve full benefits from cochlear implants,
intervening early when there appears to be a problem
promoting family counseling
promoting specialized speech and language therapies
explaining to families that speech and language are not the same thing, and that education is based on language development
getting more information and support from local and national organizations of teachers of those with impaired hearing
To assure that students with cochlear implants don't fall behind their classmates, educators should frequently evaluate them and their educational settings.
Particularly for their younger students, educators need to assure that external cochlear implant components are securely attached or removed during active school events. The components are expensive and are easily lost or damaged.
Students will often need extra batteries, either new or recharged, for their implants to work.
Students with cochlear implants are usually not able to interpret complex auditory signals, such as those in music.
