Educational Placement Of Cochlear Implanted Children

Children with cochlear implants are neither hearing people nor the onewearing hearing aids. Both of the parents and specialists want to figure out whicheducational placement is suitable for children with cochlear implants and if there is anydifference between the language environment of mainstream schools and special ones.Moreover, how about the children’s school adjustment? We cannot assume that simplybecause deaf children with cochlear implants are in mainstream classrooms, they learnjust like hearing children. Nor can we assume that when children with implants are inseparate classrooms, they learn just like other deaf children.Urged by these questions, the researcher interviewed20cochlear implantedchildren’s parents through telephone, conducted in-depth interviews with both parentsand teachers. The factors of the effect have also been investigated by portfolio analysis,peer nomination and field observation techniques. In the final analysis, the researcheranalysed in the way of family coding.The study found that individual differences, family expectation, parents’ attitudesand hearing status, as well as school or teacher acceptance influence educationalplacement of children with cochlear implants. School adjustment is influenced by alarge range of factors origin from children, school, family and others. Especially,children’s hearing status, communication means, study pressure and the lack of schoolsupports are mainly influencing factors. Based on research findings, the researcherprovides inspiration about reasonable appropriate educational placement and schooladjustment. The researcher also makes suggestions for school or some other relatededucational institutions.