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Technical Assistance Paper
Meeting the Educational Needs of Students with Cochlear Implants
Purpose
This technical assistance paper (TAP) provides information to assist audiologists, teachers,
speech-language pathologists, administrators, and parents in understanding the impact of a
cochlear implant on a student’s learning and educational development. The information may be
helpful as public school personnel establish district procedures for addressing the unique educa?
tional needs of this population of students.
Background
A cochlear implant is an electronic device that provides access to sound to individuals who have
a severe to profound hearing loss and are unable to gain meaningful benefit from hearing aids.
The device has internal components and external components. The internal components are
surgically placed inside the inner ear, or cochlea. The external component consists of either a
body-level or ear-level speech processor. The implant bypasses the damaged parts of the ear and
sends electrical sound information directly to the auditory nerve. Although it does not restore
hearing to normal, it can help the user perceive speech and environmental sounds.
In June of 1990, the Food and Drug Administration (FDA) approved the first cochlear implant
device for children in the United States. The minimum age for implantation in the U.S. was
initially set at 24 months for children with a severe to profound hearing loss. Today information
DRAFT?
is available showing that implants are safe and effective in younger infants. The candidacy
criteria continue to change as more information becomes available. Currently, 12-month-old
infants may be considered for the surgery. The candidacy criteria varies among cochlear implant
centers. Specific criteria such as the amount of residual hearing, age of the child, length of
deafness, medical contraindications, communications methodology, and parent’s commitment to
success may be used to help determine appropriate candidates for cochlear implants.
Communication Modes
Students who are deaf or hard of hearing use a variety of communication modes. Prior to implan?
tation, most school-age students have an established communication mode. For very young
children, the communication mode used may vary with family members, friends, and profes?
sional staff. It is important that the students’ modes of communication are accepted as they learn
to listen with their cochlear implants. Once students are wearing the implants on a daily basis
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Dawn Saunders
Program Development and Services
325 West Gaines Street, Room 601
Tallahassee, FL 32399-0400
dawn.saunders@fldoe.org
850/245-0478
Jim Horne, Commissioner
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1
and receiving training on developing listening and speaking skills, it is important that the stu?
dents use their aural/oral skills for part of each day. As students transition from the use of visual
methods of communication to an oral/aural approach, it is important to accept and reinforce the
use of these new skills. The following describes the most frequently used communication meth?
ods.
American Sign Language (ASL)
is a visual–gestural language with its own grammar and
syntax. Facial expressions, body movements, the intensity of the motions, and the shape, loca?
tion, orientation, and movement of the hands are important aspects of ASL. Currently, no written
form of ASL exists; however, some efforts are under way. ASL is used extensively within the
Deaf community.
Auditory/Oral
is an oral approach that combines the use of speech, residual hearing, and
speechreading as the primary means of communication.
Auditory/Verbal
is a method that emphasizes the exclusive use of auditory skills. Students use
their hearing aids or cochlear implants to listen, to process verbal language, and to speak. This
method is similar to the auditory/oral method except it does not encourage speechreading.
Contact Signing or Pidgin Sign Language or Pidgin Sign English
are terms used to describe
an individual’s use of American Sign Language signs in English word order and with some
inclusion of English morphemes. It is often used simultaneously with speech or a mouthing of
Cued Speech
is a sound-based visual communication system which combines the natural mouth
movements of speech with visual cues that represent groups of sounds. Cued Speech uses eight
DRAFT?
handshapes to distinguish consonants that look alike on the mouth and four different positions
near the mouth to represent vowels, making all the sounds of spoken language look different.
words with no voice.
These phonemically based cues are used to supplement speechreading.
Fingerspelling
is the hand configurations that represent the letters of the alphabet. It is generally
used for spelling proper names and words that have no known sign.
Manually Coded English
is a system that uses signs, fingerspelling, or gestures to represent
English manually. These signs are presented in English word order. The three well known
manually coded English systems in educational programs are Signed English (SEE I), Signing
Exact English (SEE II), and Seeing Essential English.
Total Communication
is a philosophy of communication that uses signs, fingerspelling,
speechreading, use of residual hearing, speech, and sometimes Cued Speech. The talker speaks
and simultaneously signs the message. The student relies on residual hearing, speechreading,
signs, fingerspelling, facial expressions, and gestures to perceive the message.
2
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Factors That May Affect a Student’s Success?
A student’s ability to use the cochlear implant for communicating appears to depend on a variety
of factors such as onset of deafness, duration of deafness, age of implantation, status of the
cochlear, use of the cochlear implant, device factors, cognitive and attention skills, previous
speech experience, nature and intensity of aural (re)habilitation, motivation, and parental support
(Cochlear Corporation, 1999; NHI, 1995; Spencer, 2002).
Students’ success using their implants varies and depends on many factors. The Colorado Co?
chlear Implant Consortium’s Pediatric Cochlear Implant Fact Sheet (2001) provides the follow?
ing findings from numerous research studies investigating children’s use of cochlear implants:
•°
significant increases in speech intelligibility and speech perception
significant, continued increases in receptive and expressive language
•
a trend for better performance with those children implanted before the age of five to
as much success found in children who lost their hearing before or during the time they
were learning spoken language as those who lost their hearing after acquiring spoken
Meeting the Educational Needs of Students with Cochlear Implants
Each child has unique skills and educational goals. Students with cochlear implants are individu?
als with different auditory skills, cognitive skills, and methods of communication. Students’
backgrounds, educational experiences, and family support should be considered in determining
services needed to help students achieve their maximum potential. To optimize the benefits of a
DRAFT?
cochlear implant, parents must work with professionals to ensure the device is constantly work?
ing properly and worn by the student daily. Educational resources must be made available, and
•
seven years
•
language.
staff must be trained to address students’ specific educational needs.
Before beginning instruction, there should be a functional check of the implant, selection of a
supportive learning environment, awareness of any special safety considerations, planned appro?
priate learning experiences, selection of needed resources, and selection of skilled team mem?
bers. The acoustical environment, learning experiences, and resources provided by the profes?
sional staff and parents contribute to students’ successful use of a cochlear implant. The student’s
acceptance of the device and personal communication goals must be considered in planning and
implementing training for educational staff to maximize the benefits of an implant. After appro?
priate communication goals are identified and training is implemented, the communication skills
must be an integral part of the student’s educational services and daily living environment.
At the 2002 Cochlear Implant and Sign Language Putting It All Together (Identifying Effective
Practices for Educational Settings) Conference, several issues emerged repeatedly throughout the
conference.
•
A one-size-fits-all approach will not meet the needs of all students with cochlear im?
plants.
•°
Sign language and spoken language can support each other in the learning process.
•°
Educational settings that incorporate sign language must ensure opportunities to develop
the use of hearing and spoken language.
3
?
•°
Services to facilitate the development and expansion of spoken language skills must be
incorporated into the student’s total education program.
•°
Opportunities to develop and utilize spoken language are essential to student progress.
•°
Staff from the cochlear implant center and the educational setting must work
collaboratively to meet students’ individual educational needs. Many strategies and
techniques used to develop language skills with students who are deaf are beneficial for
students with cochlear implants; however, expectations and outcomes must
capitalize on the student’s increased auditory potential.
•
Many students with cochlear implants seem to function as hard-of-hearing students rather
than hearing students. Language development, social/emotional adjustment, and aca?
demic success vary from student to student, and students will need different types of
support in the educational setting.
Functional Check of the Cochlear Implant
Students’ cochlear implants must be working properly before they can benefit from using them.
During the first three to six months use of the implant, it is common for students to need changes
in the programming stored in the memory of the speech processor. The programming is based on
the student’s responses to quiet and louder sounds to provide optimal access to the speech spec?
trum. Very young students may not be able to tell you if the implant is functioning properly.
Parents and teachers should continually observe students’ behavioral responses to environmental
Teachers and parents can quickly do a functional check of the cochlear implant. A functional
check determines whether or not the device is working. An informal test of speech sound percep?
tion is the Ling Six-Sound Speech Test. These sounds sample points across the frequencies in
which all speech sounds occur. Programming adjustments may be needed when there are
DRAFT?
changes in auditory skills and/or speech skills of the student. Check to ensure that the cords are
plugged in correctly, the appropriate setting is used, batteries are charged, and the cord doesn’t
and speech sounds.
need to be repaired or replaced. For detailed procedures on conducting a functional check of the
cochlear implant refer to
Cochlear Implants and Children:
A Handbook for Parents, Teachers
and Speech and Hearing Professiona
ls and the
Teacher’s Guide The Nucleus Cochlear Implant
System
listed in the reference section of this TAP.
Learning Environment
Parents and professional staff must work cooperatively to provide the best possible learning
environment for students with cochlear implants. Classroom acoustics and the level of static
electricity in the learning environment can affect students’ use of cochlear implants. Teachers
and audiologists should work together to ensure an appropriate acoustical environment to maxi?
mize the student’s listening ability. To reduce the effect of distance, background noise, and
reverberation in the classroom, an appropriate assistive listening device (ALD) such as a fre?
quency modulation (FM) system, soundfield FM system, or infrared system may be used.
Background noise in the classroom can mask and distort sounds heard by the student.
The following are suggestions for improving classroom acoustics:
•°
Close the classroom door to avoid ambient noise from activities in the hall.
•°
Cover hard, reflective surfaces, such as floors, walls, and desks, with sound absorbing
materials. Sound absorbing materials may be acoustic tiling, cloth, carpeting, or cork.
•°
Arrange the classroom so that instruction occurs away from high noise sources.
4
For in-depth resources on improving classroom acoustics refer to
Improving Classroom Acous?
tics: Inservice Training Manual
, and
FM Sound Field Amplification: A Practical User’s Guide.
Every effort should be made to reduce the buildup of static electricity in the classroom to protect
the cochlear implants. In its brochure,
Static Electricity and Cochlear Implants,
the Cochlear
Corporation provides the following information on protecting the cochlear implant from static
electricity as well as other safety considerations.
All cochlear implants have features to protect against “static” or electrostatic discharge (ESD).
However, ESD damage may occur if the static electricity level is high enough. ESD can damage
the electrical components of the cochlear implant system or corrupt the program in the speech
processor. Different types of material and relative humidity are the two main factors affecting
the level of static electricity in the environment. There are several ways to reduce the buildup of
ESD in the classroom, such as
using metal furniture preferable to plastic furniture
spraying anti-static spray on carpets and clothing
placing an anti-static shield over your computer monitor and an anti-static mat under the
computer chair, keyboard, and mouse
wearing natural clothing fibers such as cotton and silk, which generates less static elec?
tricity than wearing synthetic fibers like nylon, polyester, rayon, or acrylic
removing the speech processor and headset before playing on a trampoline, plastic play
ground equipment, or occupational/physical therapy equipment
DRAFT?
wearing the implant cables next to the skin to reduce the possibility of the implant cables
•?
•?
•?
•
using a humidifier to increase humidity levels and decrease the potential of static electric?
ity buildup
•?
•
wearing leather-soled shoes, which generates less static electricity than wearing rubber-
soled shoes
•
•
brushing up against objects with high levels of static electricity.
Safety Considerations
Parents must inform school staff of any safety restrictions regarding physical activities for
students with cochlear implants. Specific safety concerns should be written in the student’s
individual educational plan (IEP) and shared with all professional staff. To avoid losing or
damaging the speech processor and headset, it may be necessary to remove them before going to
recess or gym, depending on the age of the student. The cochlear implant is not waterproof. It
should not be worn while swimming or taking a shower. Students with cochlear implants should
wear hooded raincoats when going out in the rain. For young students wearing a speech proces?
sor in a front harness, wrap the speech processor in a small plastic bag to protect it from food or
drink spills.
If students play on plastic playground equipment or a trampoline, the speech processors and the
headsets must be removed to avoid damage to both the speech processor and the implanted
device. It is not sufficient protection to simply turn the device off.
The internal receiver/stimulator is susceptible to damage if a student sustains a direct blow to the
side of the head. It is recommended that students with a cochlear implant wear a protective
helmet if they participate in contact sports such as basketball or football.
5
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Educational Services
Educational services for students with cochlear implants are based on the student’s individual
educational plan (IEP). Members of a student’s IEP team must work collaboratively to meet the
educational needs of the student. Parents, teachers, audiologists, and speech-language patholo?
gists should be members of the IEP team. Representatives from the cochlear implant center may
or may not be able to participate in an IEP meeting; however, their recommendations can be very
helpful in planning services for students. Also, representatives from the cochlear implant center
may be able to provide resources for teachers and parents and provide workshops for students,
parents, and school staff.
All students should have the opportunity to master the academic material appropriate for their
age and educational level. In addition, students with cochlear implants require time and opportu?
nities to develop language and communication skills to the greatest extent possible. Planning a
student’s schedule to include academics and therapy to develop listening skills and oral language
skills can be complicated. Teachers must incorporate auditory training, speech, and
speechreading skills into academic instruction. Including vocabulary and concepts from aca?
demic classes in auditory, speechreading, and speech training exercises adds meaning and rel?
evance to the activities.
Most students with cochlear implants need direct instruction to develop listening skills and oral
speech. There are auditory learning techniques that have to be used to assist students in develop?
ing oral communication skills. It is not sufficient to place a child in a totally oral environment
and expect the student to develop auditory and speech skills without assistance. Students must
be given time to develop oral skills and must be expected to use them in various settings.
If a student used sign language as part of his or her means of communication prior to receiving
DRAFT?
the cochlear implant, individuals must remember that the student must be able to communicate
with others and may rely on the use of signs as he or she develops oral skills. As students’ oral
skills develop, the use of sign language may be used less often in the classroom.
Many of the techniques and strategies used to develop the communication skills of students who
are deaf or hard of hearing are appropriate for students with cochlear implants. However, parents
and professionals should have high expectations regarding audition for these students. To maxi?
mize each student’s opportunities to benefit from the device and to improve oral skills, it is
necessary to have ongoing opportunities to develop and use these skills to communicate with
others. Specific strategies to achieve these skills will vary according to the student’s needs. A
curriculum with a scope and sequence of skills will be helpful in planning activities to develop
listening skills. Examples of associations and web sites to contact for curriculum, assessment,
and current information on cochlear implants are listed in the resources section of this TAP.
To maximize students’ benefits of the cochlear implants, communication training goals will
include improving auditory, speechreading, and speech and language skills. The decision to focus
on aural/oral skills to maximize benefits of a cochlear implant does not mean that a student will
not use signs in some situations. Some students who used speechreading and signs to communi?
cate before receiving their cochlear implant may continue to use these skills in various environ?
ments. Communication methods used may vary with situations and individuals. Specific com?
munication goals must consider the individual student’s wishes and current skills and services
6
?
should be planned to assist students in maximizing their personal skills. Various strategies and
techniques are required to meet a student’s individual communication goals. The degree of
success of using a cochlear implant varies from student to student. Students must have opportu?
nities to develop listening skills and speech and language skills and opportunities to use these
skills.
Educational Planning
Students should be encouraged to share their concerns and goals by actively participating in IEP
meetings. Each team member should be aware of effective practices and any new concerns that
need to be addressed.
Parents and siblings need to include the child with the cochlear implant in all family activities. It
is important that the child receives continuous opportunities to improve communication skills.
Meals, trips to the toy store, sports events, vacations, and all family activities are opportunities to
reinforce sound association and language development. Use children’s interest during play and
story times to facilitate development of auditory and speech skills. Siblings should be encour?
aged to include the child in all neighborhood activities. Parents need to be fully informed of new
curricular vocabulary and concepts being introduced in school so they can incorporate the infor?
mation into home learning opportunities.
Teachers of the deaf/hard of hearing who serve children with cochlear implants are responsible
for teaching academic content and addressing students’ communication skills. They must have
high standards for students and require students to use their auditory skills and oral speech skills
daily. Teachers must also reinforce the communication skills being addressed in students’ audi?
tory training, speechreading, and speech and language therapy. Teachers need to ensure an
acoustic learning environment that will assist students in reaching their maximum potential.
DRAFT?
Speech-language pathologists provide aural (re)habilitation services to assist students in enhanc?
ing their communication skills and ability to benefit from their cochlear implants. Speech-
language pathologists facilitate students’ abilities to detect and understand speech with their
cochlear implants. They work with the students’ classroom teachers by providing information
about students’ progress in developing speech, language, and auditory skills. Keeping the
teacher informed of specific skills being addressed in therapy sessions is necessary so these skills
can be reinforced in the classroom.
Audiologists are important resources for parents and students interested in information on co?
chlear implants. It is important that the audiologist from the student’s educational setting be
included as part of the educational team and work cooperatively with staff from the cochlear
implant center. Audiologists should be involved in the initial discussions when parents are
considering a cochlear implant as an option for their child by providing parents with information
about current cochlear implant devices, candidacy criteria, and a list of implant centers. Audi?
ologists can discuss types of skill development activities that children will need to maximize the
benefits of the implant. To best address the needs of the student, it is very important to have
ongoing collaboration between staff of the implant centers and the audiologist from the educa?
tional setting. Audiologists from the educational setting can provide students’ audiological
information and assessment of auditory functioning within the classroom environment. They can
7
?
also assist teachers with techniques to improve classroom acoustics and provide workshops on
cochlear implants. For additional information on audiologists working with students with co?
chlear implants, you may want to refer to the Educational Audiologists Association’s website
listed in the resources section of this TAP.
Administrative support is important and needed in meeting the educational needs of students. To
provide quality services, staff must have the knowledge and skills to meet the educational needs
of the students. A student’s IEP team may determine that special training related to the needs of
students with cochlear implaints is needed for any staff member who routinely interact with the
student. This would be included on the student’s IEP as “support for school personnel,” accord?
ing to United States Department of Education 34 CFR Part 347(a)(3).
Conclusions
Today more and more students with cochlear implants are entering public school settings. Al?
though they have varying levels of experience in using their implants, as a group they are func?
tioning more like students who are hard of hearing than as students who are deaf.
The amount of time the cochlear implant is used each day affects the student’s ability to develop
and improve the use of audition and oral speech skills. It is not sufficient to place a student with
a cochlear implant in an inclusion setting and expect the student to develop auditory skills prima?
rily through exposure to oral language. The extent to which sound is integrated meaningfully
into a student’s daily life is very important. Before environmental sounds and speech can be
meaningful to students, they must have opportunities to hear them in meaningful academic and
daily living environments where sounds are associated with vocabulary, concepts, language, and
DRAFT?
Educational services for students who are deaf or hard of hearing must be individualized to meet
communication.
students’ unique educational needs. Parents and educators must work together to assist students
in maximizing their potential. Educational strategies for students with cochlear implants must
take into consideration that these students will need direct instruction to develop and improve
communication skills using their cochlear implants. Each student’s personal communication and
educational goals determines the types of educational support needed. Parents and educators
must have realistic expectations and high standards for students with cochlear implants. The
amount of emphasis given to auditory training, speechreading, speech, and language develop?
ment depends on the student’s skills and the need to develop or improve communication skills
for various situations.
8
?
Appendix?
Resources?
Catalogues and ordering information on curriculum guides, books, pamphlets, position state?
ments, or other information on cochlear implants are available from the following resources:
Alexander Graham Bell Association for the Deaf (AG Bell)
3417 Volta Place, NW
Washington, DC 20007
Voice/TTY: (202) 337-5220
Internet: www.agbell.org
Alexander Graham Bell Association for the Deaf (AG Bell) promotes communication of deaf
and hard of hearing persons through maximizing hearing /listening potential, speechreading,
speech, and language skills. The organization publishes journals, books, and other materials.
American Academy of Audiology
8201 Greensboro Drive, Suite 300
Voice/TTY: (800) 222-2336
Voice/TTY: (703) 610-9005
Internet: www.audiology.com
The American Academy of Audiology is the largest professional organization of, for, and by
DRAFT?
McLean, VA 22102
audiologists.
American Society for Deaf Children
P.O. Box 3355
Gettysburg, PA 17325
Voice/TTY (717) 334-7922
Internet: www.deafchildren.org
American Society for Deaf Children is an organization for parents and families. It advocates for
deaf or hard of hearing children’s total quality participation in education, the family, and the
community. It holds an annual conference and sponsors a parent-to-parent network.
American Speech-Language-Hearing Association (ASHA)
10801 Rockville Pike
Rockville, MD 20852
Voice/TTY: (800) 638-8255
Internet: www.asha.org
American Speech-Language-Hearing Association (ASHA) is the professional association for
speech-language pathologists; audiologists; and speech, language, and hearing scientists. ASHA
publishes journals and monographs.
9
?
Auditory-Verbal International, Inc.
2121 Eisenhower Avenue, Suite 402
Alexandria, VA 22314
Voice: (703) 739-1049
TDD: (703) 739-0874
Internet: www.auditory-verbal.org
Auditory-Verbal International is a non-profit, independent corporation. Membership is open to
anyone who is interested in learning about and in promoting the auditory-verbal approach.
Central Institute for the Deaf
Publication Office
St. Louis, MO 63110
818 South Euclid Avenue
Voice/TDD: (314) 652-3200
Internet: www.acadcom.com
Central Institute for the Deaf publishes test and classroom materials for professionals in deaf
education. The school provides oral/aural deaf education.
Cochlear Implant Association, Inc. (CIAI)
5335 Wisconsin Avenue, Suite 440
Washington, DC 20015-2034
Voice/TTY: (202) 895-2781
Internet: www.cochlear.com DRAFT?
Cochlear Implant Association, Inc. (CIAI), formerly Cochlear Implant Club International, Inc., is
a non-profit organization for cochlear implant recipients, professionals, and other individuals
interested in cochlear implants. The Association provides support and information about cochlear
implants.
Educational Audiology Association
13153 N Dale Mabry Highway, Suite 105
Tampa, FL 33618
Voice: (800) 460-7322
Internet: www.edaud.org/Publications/ci.asp
The Educational Audiology Association is an international professional organization for audiolo?
gists who specialize in the management of hearing and hearing impairment within the educa?
tional environment.
House Ear Institute (HEI)
2100 West Third Street, Fifth Floor
Los Angeles, CA 90057
Voice (213) 483-4431
TTY: (213) 484-2643
Internet: www.hei.org
1
0
?
The House Ear Institute (HEI) is a private, nonprofit organization dedicated to developing
knowledge about hearing and related disorders. HEI improves hearing aids and auditory im?
plants and develops innovative treatments and intervention methods. HEI has achieved an
international reputation as a leader in its field through its applied otologic research and education
programs.
John Tracy Clinic
806 West Adams Boulevard
Los Angeles, CA 90007
Voice: (213) 748-5481
TTY: (213) 747-2924
Internet: www.johntracyclinic.org
John Tracy Clinic is an educational resource on early childhood deafness for parents and profes?
sionals. It has correspondence courses on cochlear implants, etc.
Laurent Clerc National Deaf Education Center
800 Florida Avenue, NE
Washington, DC 200002
Internet: http://clerccenter.gallaudet.edu/CIEC
Laurent Clerc National Deaf Education Center formerly the National Information Center on
Deafness, provides information on deafness, hearing loss, and services for individuals birth to
DRAFT?
National Association of the Deaf (NAD)
Gallaudet University
age 21.
814 Thayer Avenue
Silver Spring, MD 20910-4500
Voice: (301) 587-1788
TTY: (301) 587-1789
Internet: www.nad.org
The National Association of the Deaf (NAD) is a non-profit organization safeguarding the
accessibility and civil rights of deaf and hard of hearing Americans in education, employment,
health care, and telecommunications. Programs and activities include grassroots advocacy and
empowerment, captioned media, certification of American Sign Language professionals certifi?
cation of sign language interpreters deafness-related information and publications, legal assis?
tance, policy development and research, public awareness, and youth leadership development.
National Cued Speech Association
23970 Hermitage Road
Shaker Heights, OH 44122
Voice: (800) 459-3529
Internet: www.cuedspeech.org
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The National Cued Speech Association is a non-profit membership organization founded in 1982
to promote and support the effective use of Cued Speech. It raises awareness of Cued Speech and
its applications, provides educational services, assists local affiliate chapters, establishes stan?
dards for Cued Speech and certifies Cued Speech instructors and transliterators.
National Institute on Deafness and Other Communication Disorders (NIDCD)
Information Clearinghouse
1 Communication Avenue
Bethesda, MD 20892-3456
Voice: (800) 241-1055
Internet: www.nidcd.nih.gov
The National Institute on Deafness and Other Communication Disorders (NIDCD) is one of the
Institutes that comprise the National Institutes of Health (NIH). NIDCD is mandated to conduct
and support biomedical and behavioral research and research training in the normal and disor?
dered processes of hearing, balance, smell, taste, voice, speech, and language. The Institute also
conducts and supports research and research training related to disease prevention and health
promotion, addresses special biomedical and behavioral problems associated with people who
have communication impairments or disorders, and supports efforts to create devices which
substitute for lost and impaired sensory and communication function.
DRAFT?
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References
Cochlear Corporation
(
1997)
Static electricity and cochlear implants
, Englewood,
Colorado. Author.
Cochlear Corporation
(
1999).
Teacher’s guide the nucleus cochlear implant system
,
Englewood, Colorado. Author.
Colorado Cochlear Implant Consortium (20001).
Pediatric cochlear implant fact sheet
.
Denver, CO.
Educational Audiologists Association. (1998).
Educational Audiologist Association
position statement: Educational audiologists and cochlear implants
. Tampa, FL.
Florida Department of Education (1995
) Improving classroom acoustics
(ICA):
Inservice
training manual
. Tallahassee, FL: Author.
National Institutes of Health. (1995).
Cochlear implants in adults and children.
(Vol.13,
Number 2). Washington, D.C.
Rosenberg, G. & Blake-Rahter, P. (1995). Inservicing the classroom teacher. In
Crande, C., Flexer, C. & Smaldino, J. (eds),
FM sound field amplification: A
practical user’s guide
. San Diego: Singular Publications.
Spencer, P. (2002, April). Considerations for the future: putting it all together. Cochlear
Implant and Sign Language: Putting It All Together (Identifying effective practices
DRAFT?
for Educational Settings) conference held at Gallaudet University in Washington, D.C.
Tye-Murray, N. (1993).
Cochlear implants and children: A handbook for parents,
teachers and speech and hearing professionals
. Washington, DC: Alexander Graham
Bell Association for the Deaf.
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