• Is a certified teacher of the deaf with experience in the development of speech, spoken language, and auditory skills (Nevins, Kretschmer, Chute, Hellman, and Parisier 1991).
• Has a background dealing with curriculum and the collaborative consultation model for service delivery (Nevins, Kretschmer, Chute, Hellman, and Parisier 1991).
• Is usually employed by the implant center (Allum 1996).
• Focuses on one child, the child's general development, and his/her functioning in the school system (Nevins, Kretschmer, Chute, Hellman, and Parisier 1991).
• To determine whether or not a child's local school program is one that emphasizes listening and speaking (Allum 1996).
• Makes the initial school visit before the child is implanted (Allum 1996).
• Spends time with school personnel, provides information about device and it's potential benefit for the child (Allum 1996).
• Directs the preparation of school-based professionals to accept the responsibility for post-implant management (Allum 1996).
• Determines the extent of their knowledge base regarding audition and the implant, and their level of skill for incorporating auditory learning into the classroom (Allum 1996).
• The second school visit is arranged after the child completes short-term use of the cochlear implant (Allum 1996).
• Allows for personnel to observe the child's response to sound and develop questions for the educational consultant (Allum 1996).
• At post-implant visit, educational consultant is prepared to review issues about the care and management of the implant (Allum 1996).
• Provides guidance to teacher and speech-language pathologist about the importance of offering an environment that facilitates auditory learning rather than simply scheduling auditory training sessions (Allum 1996).
• Ensures that the appropriate services will be available to the child through out his/her educational career (Allum 1996).
• Continually addresses the child's needs, ensures that the child will make the most effective use of the implant in the classroom under a variety of changing circumstances (Allum 1996).
• To provide input into the development of the child's Individual Education Plan (Nevins and Chute 1996).
• To make recommendations regarding speech and language goals in addition to auditory goals in order to provide this necessary component to the child's total plan (Nevins and Chute 1996).

The above information may be important to a school district who will soon be having a child with a cochlear implant entering the school. This information lets the school personnel know that there will be a person on their side. It lets the school personnel know that there will be someone there to answer their questions about educating the child and about the implant in general. This information may also be important to an implant center who is looking into hiring an educational consultant. It will give the center a baseline of information to use for job qualifications and a job description.

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