- To provide situations that are known to promote the development of spoken language
- The teacher may need to inform the implanted child's classmates/peers about what a
cochlear implant is, how the implant works, and how to communicate with an individual
who has a cochlear implant (Scott 1998).
- To help the child prepare for the hospital stay before he/she is implanted by doing role-playing or other activities (Scott 1998).
- After the child returns to school from getting the cochlear implant, monitor the child's
response to sound and other stimuli. He/she may experience headaches, dizziness, or
tinnitus (Scott 1998).
- To structure the learning situations experienced by the child (Allum 1996).
- The teacher must adapt their approach and expectations to provide the necessary
conditions for obtaining the maximum benefit from the cochlear implant (Allum 1996).
- If the child was previously in a Total Communication classroom, the teacher may need to
occasionally use sign language to ensure that the child is getting all of the information
that is being presented to him/her (Scott 1998).
- The teacher may need to modify the educational approaches considered appropriate
before implantation (Allum 1996).
- The teacher should know the child's degree of hearing loss, how the child became a
candidate for a cochlear implant, and what tests were performed to the determine the
child's candidacy (Scott 1998).
- Close collaboration with parents is important (Allum 1996).
- Teachers and speech-language pathologists need to support the parent's efforts in finding
an acceptable means of promoting communication skills (Allum 1996).
- To provide good guidance to the parents when they are transitioning from one
communication strategy (pre-cochlear implant) to another (post-cochlear implant) (Allum
- To maintain a working relationship with the audiologist, individual therapists, parents
and child-care staff (Nevins and Chute 1996).
- To share the child's progress with audiologist, implant center and parents/caregivers
(Nevins and Chute 1996).
- The teacher needs to know the components of the cochlear implant, how these
components work, and how to troubleshoot minor problems (Scott 1998).
- The teacher needs to keep extra cords, components, and batteries in the classroom (Scott
- The teacher needs to understand the range of performance the implanted child will
exhibit, and how that performance may change over time (Nevins and Chute 1996).
- The teacher needs to know how to utilize the support services that are available so the
child gets the most benefit from these services (Nevins and Chute 1996).
- Patience and support to help maximize the benefits from the cochlear implant (Nevins
and Chute 1996).
- Encourage the child to be responsible for hearing (Barnes, Franz, and Bruce 1994).
- Provide an environment that permits the child to share feelings about having a cochlear
implant (Barnes, Franz, and Bruce 1994).
The above information is important because the child with the cochlear implant needs to
have a teacher who is able to educate him or her. The teacher needs to be familiar with the parts
of the cochlear implant and how the implant works. The teacher needs to know the appropriate
strategies to use in order to get the maximum benefit from the cochlear implant. This is
important so the child with the cochlear implant will get a good education. This information can
be used when selecting a teacher to work with a child with a cochlear implant. A school district
or implant center can use the above information to help chose a teacher or to train a teacher to
work with a child with a cochlear implant.
Allum, Dianne J. (1996). Cochlear Implant Rehabilitation in Children and Adults. San
Diego: Singular Publishing Group, Inc.
Barnes, J., Franz, D., & Bruce, W. (1994). Pediatric Cochlear Implants: An Overview of the
Alternatives in Education and Rehabilitation. Washington, DC: Alexander Graham Bell
Association of the Deaf, Inc.
Nevins, M.E., & Chute, P.M. (1996). Children with Cochlear Implants in Educational Settings.
San Diego: Singular Publishing Group, Inc.
Scott, A. (1998). Cochlear Implants in the Classroom: Specialized Training Helps Clinicians
Educators Accommodate Students. ADVANCE for Speech Language Pathologists and
Audiologists, 8, 4-5.