Designing Acoustic and Instructional Features in General Education Classrooms for Preschoolers with Hearing Loss: Auditory-Verbal Strategies for Cochlear Implant Users

By Sharon Raver.

Published by The Design Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The speech perception skills of children who are deaf and who have received a cochlear implant tend to improve over time (Young, Grohne, Carrasco, & Brown, 1999). However, this improvement is not automatic. Consequently, children who use CIs benefit from intensive habilitation programs (Boothroyd, Geers, & Moog, 1991) and educational supports. When these children are included in integrated preschool classes, the teacher has special responsibilities to ensure that the environment supports the child’s social, communication, and equipment needs. Children with cochlear implants require intentional, purposeful modifications so they are able to realize their speech potential. This article discusses practical, auditory-verbal strategies teachers and peers can use to foster the best speech in these children in mainstream classrooms.

Keywords: Hearing Loss, Cochlear Implants, Preschoolers, Auditory-Verbal Approach, Instructional Strategies

Design Principles and Practices: An International Journal, Volume 5, Issue 5, pp.599-608. Article: Print (Spiral Bound). Article: Electronic (PDF File; 769.951KB).

Dr. Sharon Raver

Professor, Education and Special Education, Old Dominion University, Norfolk, VA, USA

Sharon Raver-Lampman has been a Fulbright Scholar in the Czech Republic, Ukraine, and India. She has published extensively in the area of early intervention with children with disabilities and conducted research in effective strategies for supporting the learning of children and their parents. Presently she is conducting research with a university-based Oral Preschool Program for children with deafness.


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