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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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