UK teachers of the deaf - Working with children with cochlear implants

A forced-choice questionnaire was sent by the British Association of Teachers of the Deaf to its members, asking about experience of, and attitudes to, cochlear implantation. Two hundred and seventy-three replies were received, estimated to represent the teachers managing 83% of children implanted in the UK at that time. Most respondents considered that working with children with cochlear implants was a positive professional experience and were in favour of cochlear implantation for appropriate children. About half the respondents felt that children with cochlear implants needed more support than children with hearing aids, bur about half also considered that the need decreased over time. The optimal placement was considered to be mainstream, but a large number of teachers maintained that the optimal educational setting varied with the child, as did flexibility in communication mode. Liaison with implant centres was considered to be effective by most respondents. Asked about influences on progress, teachers prioritised parental management, appropriateness of device programming, efficiency of device functioning and educational management. Problems experienced by teachers in working with children with cochlear implants included pressure on time and diversify of advice; teachers also commented on families' practical problems in attending the cochlear implant clinic. As the numbers of children with cochlear implants increase, it is essential that Teachers of the Deaf take on the role of their long-term management on a daily basis. In addition, it is necessary to continue to develop a coordinated approach between implant centres and Teachers of the Deaf on a UK-wide basis.