Punch Renée, Hyde Merv
School of Education and Professional Studies, Griffith University, Gold Coast campus, Queensland 4222, Australia.
J Deaf Stud Deaf Educ. 2010 Fall;15(4):405-21. doi: 10.1093/deafed/enq019. Epub 2010 Jun 4.
This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One hundred and fifty-one teachers completed a survey on one child with a cochlear implant and 15 of these teachers were interviewed. Teachers reported their perceptions of children's functional outcomes in a range of communication, academic, social, independence, and identity areas. Reported achievements in literacy, numeracy, and social development were below class levels. Implications for educational authorities and professionals working with children with cochlear implants are discussed.
这项澳大利亚的研究从与植入人工耳蜗儿童一起工作的教师的角度，考察了小儿人工耳蜗植入的沟通、学业和社会成果。这些儿童年龄在1至18岁之间，就读于早期干预、小学和中学等一系列教育机构。151名教师完成了一项关于一名植入人工耳蜗儿童的调查，其中15名教师接受了访谈。教师们报告了他们对儿童在一系列沟通、学业、社会、独立和身份认同领域的功能成果的看法。据报告，这些儿童在读写能力、算术能力和社会发展方面的成绩低于班级水平。文中还讨论了对教育当局以及与植入人工耳蜗儿童一起工作的专业人员的启示。
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