Habilitation issues in the management of children using the cochlear multiple-channel cochlear prosthesis
AuthorCowan, Robert S. C.; Barker, Elizabeth J.; Dettman, Shani J.; Blamey, Peter J.; RANCE, GARY; Sarant, Julia Z.; Galvin, Karyn L.; Dawson, Pam W.; Hollow, Rod; Dowell, Richard C.; ...
Source TitleAdvances in cochlear implants
University of Melbourne Author/sClark, Graeme; Cowan, Robert; BARKER, ELIZABETH; HOLLOW, RODNEY; Dowell, Richard; Dettman, Shani; Galvin, Karyn; Sarant, Julia; PYMAN, BRIAN; Rance, Gary; ...
Document TypeBook Chapter
CitationsCowan, R. S. C., Barker, E. J., Dettman, S. J., Blamey, P. J., Rance, G., Sarant, J. Z., et al. (1994). Habilitation issues in the management of children using the cochlear multiple-channel cochlear prosthesis. In I. J. Hochmair-Desoyer & E. S. Hochmair (Ed.), Advances in cochlear implants (pp. 586-589). Manz: Wien.
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Since 1985, a significant proportion of patients seen in the Melbourne cochlear implant clinic have been children. The children represent a diverse population, with both congenital and acquired hearing-impairments, a wide-range of hearing levels pre-implant, and an age range from 2 years to 18 years. The habilitation programme developed for the overall group must be flexible enough to be tailored to the individual needs of each child, and to adapt to the changing needs of children as they progress. Long-term data shows that children are continuing to show improvements after 5-7 years of device use, particularly in their perception of open-set words and sentences. Habilitation programs must therefore be geared to the long-term needs of children and their families. Both speech perception and speech production need to be addressed in the specific content of the habilitation program for any individual child. In addition, for young children, the benefits of improved speech perception should have an impact on development of speech and language, and the focus of the programme for this age child will reflect this difference in emphasis. Specific materials and approaches will vary for very young children, school-age and teenage children. In addition, educational setting will have a bearing on the integration of listening and device use into the classroom environment.
Keywordsotolaryngology; cochlear implants; children; University of Melbourne; Royal Victorian Eye and Ear Hospital; Australian Bionic Ear and Hearing Research Institute; speech perception; speech production
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