Satellite module Impact of Cochlea Implants on Education of the Hearing Impaired Comenius Project: Comparative exchange study of teaching methods, models, procedures and supplementing supportive measures for the education of the Hearing Impaired Presentation of Nursery, Primary and Secondary School for the Hearing Impaired in Valašské Meziříčí-Czech Republic For the 7 th Meeting in Cyprus March 15 th - 18 th 2009

Cochlea Implantations in the Czech Republic Prague MOTOLE - hospital -2 centres for children / for adults The first implantation – : 276 children /100 adults Present state: 40 implantations a year Financed by Insurance Companies

In our school The first student with Cochlea Implant – 1993 Present state – 2 pupils at Primary School (total number 70) 4 students at Secondary School

Who decides for cochlea implants? Hearing parents – rejective attitudes - they often ask “WHY our child?“ - try to hide their deaf child from the world - try to „exhibit their misfortune“ at the world Deaf parents – very rarely

FIRST STEPS … Pediatrician - diagnosis Phoniatrician-a special brain scan BERA …back to Pediatrician,he should recommend CSE – Centre of Special Education at some special school for the Hearing Impaired Special nursery school

Selection Criteria for CI Deafness level- serious levels of impairment Intelligence level Family conditions – ability to ensure optimal subsequent care Age - optimum: since 3 years In case the child is accepted as a candidate – he/she starts preparation for CI

Preparation for CI Special nursery school prepares children in - speech therapy - lipreading - sign language (as a supportive method) using PERCEPTION TESTS focused on - moveability of vocal organs

After the surgery … IN THE HOSPITAL - „setting processors“ - technician, psychologist and speech-therapist guidance AT SCHOOL - “reeducation“ of hearing - speech therapy Sign language - used until the child is able to response oral speech by hearing only.

Some cases of pupils/students in our school Lukas ( )‏ diagnosed as unsuitable candidate for CI for his impairment is in retro-cochlear area was given CI as an experimental case Unsuitable subsequent care got to our school -sign language was his only communication way -he was not able to breath properly -he was not able to use oral speech at all

The way of Lucas development 1 Period – Lukas was neurotic and frightened The speech was built via visual tract (mirror)‏ Dactyl alphabet – essential supportive method. - isolated vowels and consonants - syllables - isolated words according to pictures - reading words (supported signs)‏ - lipreading simple sentences

The way of Lucas development 2 Period - Lukas was calm, more energetic Improvement- breathing, rhythm and voice intensity Continuing training of “difficult“ consonants /k/ and sibilants Great progress in reading syllables and isolated words Continuing difficulty - reading sentences

The way of Lucas development 3 Period – Lucas was good-tempered. Improvement -reading syllables -reading sentences - reading longer texts - comprehension check questions - lipreading answers -oral speech / difficult sounds-dactyl Next period will focuse grammar /Stories/

Another teacher´s view … Our secondary school student - before the surgery -an intelligent girl interested in many things including culture, nature, … - her lipreading and speech were very good -After the surgery -integration into a regular school -she could not keep pace, so she was not accepted - she felt depressed by the sounds and noises -her speech deteriorated -her activities and interests gradually disappeared -She developed negative attitudes to school At the end she came back to our school.

In conclusion … If there is a really good choice of candidates for cochlea implants, they can contribute essentially to the development of communication and thus positively influence the results of education. On the contrary bad choice can cause a serious frustration leading to the feelings of great disappointment.