What factors affect communication outcomes in pediatric cochlear implantation? Research has revealed that age at implantation, family environment, additional disabilities, communication mode, and technological and surgical factors can all influence outcomes.
From checking that students' devices are working properly to creating an environment that makes hearing easier, teachers of children with cochlear implants, hearing aids, and other hearing devices can make many small adjustments to facilitate learning.
Along with positive behavioral intervention to prevent challenging behavior, it is also critical to provide children with a high-quality supportive environment, foster self-regulation and make sure a child’s hearing aid or hearing implant is working correctly so that they can best hear all of the sounds of speech.
The effects of deafblindness vary depending on the degree of vision or hearing loss but can impact communication, mobility, and access to information. It is therefore imperative that teachers and healthcare professionals adopt a collaborative approach to ensure the best outcomes while addressing the diverse needs of individuals within this population.
While adults who use bone conduction devices may not require auditory training, all children with hearing loss can benefit from early speech therapy and rehabilitation support. This is because, for children with hearing loss, rehabilitation involves much more than auditory training. When early detection of hearing loss is combined with early hearing device fitting and
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