Schooling and educational performance in children and adolescents wearing cochlear implants.
OBJECTIVE
The aim of the study was to assess the impact of cochlear implant use on schooling.


METHODS
Retrospective study which examined the educational characteristics, gap between chronological age and class attended, learning skills and quality of social interaction with peers and adults in 50 children with cochlear implants.


METHODS
Structured interviews with parents, questionnaires for teachers, school report cards and psychometric tests.


RESULTS
Majority of children attended state schools in mainstreamed classes; 88% had a support teacher and 86% followed Oral Communication. These children showed a smaller disparity (0.4 years) between their chronological age and class attended. No insufficient performers were seen in learning skills. Greater competence in linguistic and logical areas tended to correspond to more intensive rehabilitation. Children were cooperative, assertive with peers and grew fond of teachers and communication assistants.


CONCLUSIONS
Schooling proved to be satisfactory in prelingually deafened children and adolescents wearing cochlear implants.
Bosco
Ersilia
E
Department of Neurology and Otolaryngology, University La Sapienza of Rome, Italy. centroic@libero.it
Mancini
Patrizia
P
D'Agosta
Luciana
L
Ballantyne
Deborah
D
Filipo
Roberto
R