While many people assume that students with cochlear implants have placements in mainstream schools, almost 25 percent of the approximately 175 students at the Model Secondary School for the Deaf (MSSD), the residential high school on the campus of Gallaudet University in Washington, D.C., have an implanted listening device. Working with these…

This paper discusses the experiences of parents of deaf children with additional complex needs (ACN) in accessing cochlear implant (CI) services and achieving ongoing support. Of a total study group of fifty-one children with ACN, twelve had been fitted with a CI. The parental accounts provide a rich and varied picture of service access. For some…

This version of "Serving Deaf Students Who Have Cochlear Implants. PEPNet Tipsheet," written in Spanish, describes how cochlear implants (CIs) work. CIs are complex electronic devices surgically implanted under the skin behind the ear. These devices utilize electrodes placed in the inner ear (the cochlea) to stimulate the auditory nerve of…

In the last decade, China began developing early intervention services for very young children with hearing loss, and their families. This article presents a broad description of some of these programs, including the national rehabilitation networks for speech and hearing training, increased attention on the development of professionals, the…

Deaf and mute patients may require minimal extra attention to establish trust and allay anxieties before minor medical maneuvers such as rectal examination. An "extreme" case is reported of the consequences from failure to accomplish this. A generally cooperative deaf and mute patient struggled and suffered a rectal tear and perforation during…

This article provides information on providing early intervention services virtually using distance communication technologies. It describes "tele-intervention," a new method of providing services to children and their families, and how it is used in a family with a deaf child. Tele-intervention has proven to be a viable service delivery model for…

This is the story of my daughter, Hannah. Hannah is an amazing child. She can speak, read, and write English. She can play the piano and violin and she is mainstreamed into a third grade class. Hannah was born profoundly deaf and was not diagnosed until she was almost two years old. She received a cochlear implant when she was 2 1/2 years old.…

This article reports and comments on the Western Canada--Auditory Verbal Conference held in Winnipeg, Manitoba in June 1992. It summarizes research on cochlear implants and research on auditory verbal approaches to remediation. (DB)

An instrument for measuring and tracking changes in auditory skill development over time was developed for use with a group of children with profound deafness who received a MED-EL COMBI 40+ cochlear implant. The aim of this paper is to describe the use of this instrument, the "Checklist of Auditory Communication Skills", and to present results…

Candidate selection, postoperative management, and support factors involved in the use of cochlear implants for deaf children are outlined. The paper discusses audiological, medical, and educational factors in selecting a candidate for implantation; the surgical process itself; interaction with educational agencies; and initial stimulation and…