Outcomes of cochlear implantation in deaf children of deaf parents

OBJECTIVE: This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children.

METHODS: The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively.

RESULTS: Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents.

CONCLUSION: This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.

http://www.ncbi.nlm.nih.gov/m/pubmed/22906641/

ASL - research

This disagreement over the best approach for educating deaf students is not simply a discussion over which language or code is best to use, but rather it represents profound, and often polarized, differences in educational philosophy. That is, specific educational methods are grounded in, and driven by, the philosophy, or metatheory, one subscribes to. Metatheory refers to a way of thinking or a viewpoint about issues (Baars, 1986; Bunge & Ardila, 1987; cited in Paul & Jackson, 1993). The current conflict in deaf education, at the metatheory level, is between the clinical-pathological model (hereafter referred to as the clinical model) and the cultural model. The clinical model represents one point of view, namely, a view in which deafness is characterized as a disability stemming from a biological deficit (i.e., a lack of hearing). Thus, educational goals focus on overcoming, or compensating for, hearing loss so that students can learn to speak, read, and write English. Educational methods used to accomplish this goal include amplification, speech reading, and representing English on the hands (i.e., manually coded English).

http://www.freepatentsonline.com/article/Exceptional-Children/21053234.html