School professionals working with children with cochlear implants / Patricia M. Chute, Mary Ellen Nevins.

Includes bibliographical references (pages 211-223) and index.

The winds of change: fifteen years of cochlear implantation after FDA approval -- The zone of cochlear implant performance -- Characteristics of educational programs that support children with cochlear implant -- Building collaborative teams: whose job is it anyway? -- The mapping process and beyond -- Developing auditory skills: thinking outside the "box" -- Clear speech: the possible dream -- Auditory access and literacy development -- Supporting communication with sign -- Special populations with cochlear implants -- Listening in noisy classrooms: room acoustics, FMs, and other assistive devices -- Listening with two ears: bilateral cochlear implants and cochlear implants and hearing aids -- Social development and the cochlear implant -- A glimpse into the future.

The book strives to contextualize the changes that have occurred to date in this relatively young field and looks to the future of cochlear implantation in children. In the 15 years since the FDA approval of cochlear implants for children, there have been numerous technology advances as well as changes in candidacy criteria. Implantation has been extended to additional populations, including children presenting with cognitive challenges or children who come from homes in which there is a spoken language other than English. The drive to earlier and earlier implantation has resulted in a whole new community of professionals who need information about children and cochlear implants: the early interventionists. Years of data collection have yielded important information about performance trends in all children who use the device. The book also addresses these issues.

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