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Students with Cochlear Implants at Schools for the Deaf

This presentation by Judy Harrison, M.A. from Beth Israel Medical Center-NYC, addresses the unique needs of students with cochlear implants (CIs) in schools for the deaf. It highlights the various populations of CI users and discusses the challenges faced by educators in creating effective auditory learning environments. Key strategies include ongoing consultation, staff in-services, and parental engagement. The goal is to improve communication skills, access to information, and overall educational outcomes for all students, emphasizing the importance of individual support and realistic expectations.

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Students with Cochlear Implants at Schools for the Deaf

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  1. Students with Cochlear Implants at Schools for the Deaf Judy Harrison, M.A. Beth Israel Medical Center-NYC 212-844-8446

  2. Populations of CI users • Post-lingual adults and children • Young children • Pre-lingual adults • Older children • aural/oral • signing • Other

  3. Young Children with CI’s • Approximately four years and below • Auditory/oral language • Mainstream education

  4. Older children whose language is based in sign • Limited auditory experience and skills • Limited speech skills • Visual learning skills

  5. Opportunities for Older CI Students • Increased communication skills through audition • Increased access to incidental information • Enhancement of visual communication • Potential for more intelligible speech

  6. Adolescents and Teens • Counseling • Sensitivity to the evaluation process • EXPECTATIONS • Participants in the creation of their own MAP • Support after the cochlear implant is activated

  7. Challenges at Schools for the Deaf • Lack of training/experience/knowledge re:CI’s and auditory learning • Resistance to CI technology, results and educational potential • Resistance to creating an auditory learning environment • Administrations and/or boards of directors that do not support auditory learning

  8. Creating an Auditory Learning Environment • Talking and signing together is not enough • Attention to the acoustic environment • Addressing “habits” from using visual language • Skilled use of auditory/oral language • Balancing the expectations for auditory skills with the need for visual language • Support for mainstream education

  9. Successful Strategies • Ongoing consultation • Staff in-services • Student in-services • Family information meetings • Student progress meetings • Schedules that prioritize speech/language • Administrative support

  10. Ongoing Consultation • Classroom and therapy observations • Follow-up meetings with staff (same day) • Video-taped sessions (self-evaluations) • Written recommendations

  11. Staff In-services • Cochlear Implants 101 • Staff anxiety and/or resistance • Dispel the myths • Realistic AND challenging expectations • Auditory learning • Teaching strategies

  12. Student In-services • Cochlear Implants 101 • Address the anxiety • Dispel the myths • Discuss realistic expectations

  13. Family Information Meetings • Accurate and complete information • Families with children who use CI’s • Physicians and CI center staff to present

  14. Student Progress Meetings • Quarterly during the school year • Attended by family, educational team, CI center representative and child (when appropriate)

  15. Schedules that Prioritize Individual Sessions • Individual speech/language sessions occur simultaneously for students • New listeners require daily sessions • Appropriate acoustic environment

  16. Administrative Support • Professional release time • Encourage attendance at auditory learning workshops • Graduate courses • Hire teachers trained in auditory/oral education • Technical support through audiology department

  17. John Dewey, Educator and Philosopher “IF WE TEACH TODAY LIKE WE TAUGHT YESTERDAY, WE ROB OUR CHILDREN OF TOMORROW”

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