Change search
ReferencesLink to record
Permanent link

Direct link
Results from a psycho- social follow up study of Swedish school children with CI
Stockholm University, Faculty of Social Sciences, Department of Psychology.
2008 (English)In: Effecten van Cochleaire Implantatie bij kinderen: een breed perspectief, Van Tricht, Amsterdam , 2008Chapter in book (Other academic)
Abstract [en]

The results from a longitudinal study of twenty Swedish deaf children with cochlear implants during their first school years are discussed. Half of the children attended special schools for the deaf, half of the children were mainstreamed. Video-recordings in the class-room, interviews with parents, teachers as well as with the children themselves, showed that the children faced communicative obstacles both in the home and in the classroom setting when the communication was based on speech only. According to the parents of the children in the general educational classes, the children were doing well academically in the hearing environment, at least during the first 2-3 years at school. The parents believed that the situation could be improved, if only their child received more personal support, if only the support given had been of a different character, and if only the educational setting had been better adapted to the child’s needs. But the older the children became, the more obvious were their shortcomings in understanding and taking part of the curriculum. The parents of the children in the special schools expressed satisfaction with the school setting. They maintained that their child received a qualified education that their child could take profit from. But they were not content with the status of speech in the special schools. They wanted more speech training at the curriculum.

But the implant gave the children a possibility to hear sounds and speech to an extent that ordinary hearing devices cannot achieve. This enabled the children to take part in several activities not accessible for them before. The children in general education had few close friends at home and at school with whom they could communicate. Most of the children in the special schools had friends at the school or in the class with whom they could communicate. But at home, they had few, if any friends. As the children grow older greater demands on language and communication skills will be put on them. Will these children manage to pass exams, to take part in higher education and in cultural and social activities where language has a crucial part? These and many other questions still remain unanswered.

Place, publisher, year, edition, pages
Van Tricht, Amsterdam , 2008.
Keyword [en]
Cochlear implantat, skolbarn, uppföljningsstudie
National Category
URN: urn:nbn:se:su:diva-12819ISBN: 978-90-77822-26-5OAI: diva2:179339
Available from: 2008-11-04 Created: 2008-11-04Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Preisler, Gunilla
By organisation
Department of Psychology

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 23 hits
ReferencesLink to record
Permanent link

Direct link