Changes in educational placement and speech perception ability after cochlear implantation in children

Objective: The purpose of this study was to evaluate the effect and relatio nship of paediatric cochlear implantation on educational placement and spee ch perception ability and to determine the effect of a multilingual backgro und on educational placement and speech perception ability after cochlear i mplantation. Design: This study consisted of a retrospective chart review of 83 implante d patients and a questionnaire sent to parents of SO implanted children. Setting: This study was conducted in a cochlear implant program at a tertia ry care centre. Methods and Outcome Measures: From the chart review, the educational placem ents and speech perception scores of implanted children were determined bef ore and after implantation. In the questionnaire, parents were asked about their preferred educational placement for their child, the language spoken at home, and their impressions of the chosen school program for their child . Results: Of the children who were in nonmainstream school programs at impla ntation (n = 30), 50% moved toward mainstream with 9 (30%) reaching mainstr eam placement. Of the children who were preschool at implantation (n = 34), 24 (70%) were placed or planned to be placed in mainstream after implantat ion. The rate of improvement in speech perception ability was significantly higher in those children who moved toward or remained in mainstream than c hose who stayed at the same nonmainstream educational placement or moved aw ay from mainstream. Children from a multilingual background were able to ac hieve similar educational placements and similar rates of progress of speec h perception outcome as the only English-speaking children. Conclusions: Children with cochlear implants have increased educational opp ortunities, with those children in mainstream and those who have moved towa rd mainstream demonstrating improved progress in speech perception ability.