Academic Performance, Communication, andPsychosocial Development of Prelingual Deaf Childrenwith Cochlear Implants in Mainstream Schools

ABSTRACT

To assess the academic performance, communication skills,and psychosocial development of prelingual deaf children with cochlear implants (CIs) attendingmainstream schools, and to evaluate the impact of auditory speech perception on theirclassroom performance. Subjects and Methods: As participant, 67 children with CI attendingmainstream schools were included. A survey was conducted using a structured questionnaireon academic performance in the native language, second language, mathematics, socialstudies, science, art, communication skills, self-esteem, and social relations. Additionally,auditory and speech performances on the last follow-up were reviewed retrospectively. Results:Most implanted children attending mainstream school appeared to have positive selfesteemand confidence, and had little difficulty in conversing in a quiet classroom. Also, halfof the implanted children (38/67) scored above average in general academic achievement.However, academic achievement in the second language (English), social studies, and sciencewere usually poorer than general academic achievement. Furthermore, half of the implantedchildren had difficulty in understanding the class content (30/67) or conversing withpeers in a noisy classroom (32/67). These difficulties were significantly associated with poorspeech perception. Conclusions: Improving the listening environment for implanted childrenattending mainstream schools is necessary. J Audiol Otol 2020;24(2)61-70