Multi-channel cochlear implants for children: the Melbourne Program
AuthorDawson, Pam W.; Blamey, Peter J.; Dettman, Shani J.; Rowland, L.C.; Brown, A. M.; Dowell, Richard C.; Pyman, B. C.; Webb, R. L.
Source TitleJournal of the Otolaryngological Society of Australia
Document TypeJournal Article
CitationsClark, G. M., Dawson, P. W., Blamey, P. J., Dettman, S. J., Rowland, L., Brown, A. M., et al. (1991). Multi-channel cochlear implants for children: the Melbourne Program. Journal of the Otolaryngological Society of Australia, 6(5), 348-353.
Access StatusOpen Access
This is a publisher’s version of an article published in the Journal of the Otolaryngological Society of Australia 1991. This version is reproduced with permission from the Otolaryngological Society of Australia.
Although there have been 300 years of deaf education, profoundly-totally deaf children today on average are not able to reach the same level of achievement as their normally hearing peers (Geers & Moog, 1989). This failure of deaf children to develop their true potential is largely due to the difficulty they have in communicating with normally hearing people. During the last 300 years there have been basically two different methods of education used (The New Encyclopaedia Britannica, 1983). Firstly, one which maximises auditory and lip reading cues (auditory/oral), advocated by Juan Pablo Bonet (1620), and one which uses a series of signs to convey meaning (signing), developed by Charles-Michel (1712-89). In addition, there is a method which endeavours to combine both auditory/oral and signing approaches called total communication. In practice, however, children taught by total communication tend to receive speech more predominantly by one or other of these methods.
Keywordsotolaryngology; multichannel cochlear implant
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