J Audiol Otol.  2020 Apr;24(2):61-70. 10.7874/jao.2019.00346.

Academic Performance, Communication, andPsychosocial Development of Prelingual Deaf Childrenwith Cochlear Implants in Mainstream Schools

• Choi JE
• Hong SH
• Moon IJ

• KMID: 2500224
• DOI: http://doi.org/10.7874/jao.2019.00346

Abstract

Background and Objectives
To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive selfesteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary. J Audiol Otol 2020;24(2):61-70

Keyword

Cochlear implant; Mainstreaming education; Academic performance; Psychosocial aspects