title: Educational and employment achievements in prelingually deaf children who receive cochlear implants.
abstract: OBJECTIVE
  To investigate the educational and employment achievements of prelingually deaf children who undergo cochlear implantation.
  
  
  METHODS
  Prospective study. Data were examined within groups defined by current age and additional disabilities. Multivariate analyses were used to identify variables influencing grade failure and communication mode.
  
  
  METHODS
  Tertiary referral center.
  
  
  METHODS
  One hundred prelingually deaf children who received cochlear implants before 6 years of age and who also had at least 4 years of follow-up.
  
  
  METHODS
  Interview of parents using a standardized questionnaire.
  
  
  METHODS
  The type of schooling, form of communication, employment status, age at which the child learned to read and write, number of grade failures, and educational support required.
  
  
  RESULTS
  Mainstream schooling, regardless of educational level, was the standard experience for children without additional disabilities (16 of 24 [67%] in the 12- to 15-year age group to 20 of 24 [83%] in the 8- to 11-year age group). Four of 8 participants older than 18 years (50%) had a university-level education; the remainder had vocational training. Delayed reading and writing skills were experienced by 19 of 74 participants (26%) and, depending on the age group, 42% to 61% of participants (10 of 24 in the 8- to 11-year age group to 11 of 18 in the 16- to 18-year age group) had failed a grade. The number of grade failures was associated with communication mode at the time of the survey. Age at implantation, preoperative communication mode, and educational support influenced the final communication mode. In children with additional disabilities, the level of academic achievement and employment status varied.
  
  
  CONCLUSIONS
  Despite significant differences in the grade failure rate between the children with cochlear implants and the general population, the participants in the present study ultimately achieved educational and employment levels similar to those of their normal-hearing peers. To minimize these delays and improve academic success in mainstream education, early oral education and early cochlear implantation are important.
authors.affiliation: Ear, Nose, and Throat Department and Cochlear Implant Center, Centre Hospitalier Universitaire Gui de Chauliac, Montpellier, France. f-venail@chu-montpellier.fr
authors.forename: Frederic
authors.initials: F
authors.lastname: Venail
authors.forename: Adrienne
authors.initials: A
authors.lastname: Vieu
authors.forename: Françoise
authors.initials: F
authors.lastname: Artieres
authors.forename: Michel
authors.initials: M
authors.lastname: Mondain
authors.forename: Alain
authors.initials: A
authors.lastname: Uziel
mesh_terms: D000293:Adolescent; D000367:Age Factors; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D019929:Cochlear Implantation; D003054:Cochlear Implants; D003638:Deafness / Q000150:complications / Q000523:psychology / Q000628:therapy*; D004519:Education, Special; D004522:Educational Status; D004651:Employment; D005500:Follow-Up Studies; D006801:Humans; D012813:Sign Language; D055815:Young Adult