LEARNING-DISABILITY IN CHILDREN WITH POSTMENINGITIC COCHLEAR IMPLANTS

Objective: To determine the effects of learning disability on measures of auditory perception, receptive language development, and sequentia l organization in children with postmeningitic cochlear implants. Desi gn: Retrospective study. Follow-up ranged from 12 months to 7 years. S etting: Tertiary care center. Patients: Ten pediatric patients with co chlear implants, 5 with documented learning disability. Main Outcome M easure: Pediatric cochlear implant test battery performance. Results: Children with learning disability showed slower progress, more inconsi stencies, and lower test scores than their partners without learning d isability. Conclusion: Learning disability is not a contraindication t o cochlear implantation, but preoperative counseling must be available to families and support personnel about preoperative achievements and expectation for these children.