Cochlear Implants and Literacy

Eyer, S.B.E. (Sherry)¹, Thomas-Presswood, T.T.P. (Tania)^1
1Gallaudet University, 800 Florida Avenue NE, 20002, Washington, D.C.

 

Submission type

Oral and Poster

Scheduled

Room 105, 12-07-2019, 14:00 - 15:30

Keywords

Deaf, assessment, intervention, predictors of school readiness

Summary

Our presentation provides a comprehensive overview of the most important considerations when assessing and intervening with students who are deaf.  Among the topics we will discuss; prevalence, causes and characteristics of the deaf learner.  In addition to those fundamental areas, we will provide a thorough review of often overlooked considerations such as; genetic and non-genetic factors, comorbidity, and outcomes of students who use technology such as cochlear implants as well as modality of communication.

 

Best practices in understanding the unique challenges among this population will be outlined.  Additionally, our presentation provides an overview of the Gallaudet University/National Science Foundation longitudinal study examining early education predictors and outcomes of literacy and what this means for school psychologists.  We are excited to update the audience on our current efforts to re-engage these same children now that they are in middle school.  Our presentation will include a discussion of our results from this longitudinal study which suggest that deaf/hard of hearing children who were exposed to early language, regardless of modality demonstrate clear advantages in literacy, numeracy and social skills.  The question we look forward to answering; will these same advantages be observed now that these children are in middle school?

Auteurs