Impact of early intervention on comprehensive language and academic achievement in Japanese hearing-impaired children with cochlear implants

From the change of adult unilateral cochlear implantation into young children even under the age of six implant cochlear, sequential bilateral cochlear implantation, which benefit by early hearing screening and technological development of cochlear implants. It is a worldwide trend that simultaneous bilateral cochlear implantation for hearing impaired children under the age of three. Cochlear implants bring changes of education opportunities and choices for children with hearing impairment. Family-centered postoperative early intervention is important, at the same time, hearing impaired children group characteristics tend to be diversified. A growing number of children with cochlear implants study in regular school, consequently, the number of deaf student is decreasing in deaf school. Regular school faces the challenge of lacking of professional teaching staff.

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The Relationship of Sports and Physical Activity to the Academic Achievement- A Case of Hearing-Impaired Children

THE SKY-International Journal of Physical Education and Sports Sciences (IJPESS) ◽

10.51846/the-sky.v4i1.825 ◽

2020 ◽

pp. 170-182

Author(s):

Aqsa Shamim Ahmed ◽

Hafiza Sadeea ◽

Saadia Mahmood ul Hassan

Keyword(s):

Physical Activity ◽

Academic Achievement ◽

Positive Impact ◽

Sports Participation ◽

Hearing Impaired ◽

Control Group ◽

Sports And Physical Activity ◽

The Impact ◽

Impaired Children ◽

Hearing Impaired Children

Sports and physical activity is not only important for normal children but it is equally essential for the children with physical disabilities. Effective sports participation of children with hearing deficits has physical, mental, intellectual as well as societal benefits. The aim of this study was to examine the impact of sports participation on academic achievement of hearing impaired children. For this purpose, a total of children were selected, divided into groups on the basis of comparative experimental design. Half of the sample was assigned to control group including those students who did not participate in sports whereas, other half was assigned to experimental group including those children who participated in sports activity including Badminton, Football and Volleyball. After pretest and post test data was collected with the help of Sports Participation Scale and Academic Performance rating scale. The overall reliability of the scale was found to be. Results indicated that there was a significant positive impact of sports participation on the academic achievement from to with betterment level of . According to these results we can conclude that sports participation creates a positive impact on academic achievement of Hearing-impaired students.

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Early Intervention Program of Hearing-Impaired Children in Japan

Hearing Impairment ◽

10.1007/978-4-431-68397-1_23 ◽

2004 ◽

pp. 126-129

Author(s):

Hiroko Tokumitsu ◽

Tsutomu Uchiyama

Keyword(s):

Early Intervention ◽

Intervention Program ◽

Hearing Impaired ◽

Early Intervention Program ◽

Impaired Children ◽

Hearing Impaired Children

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A comparison of maternal and child language in normally-hearing and hearing-impaired children with cochlear implants

Language Interaction and Acquisition / Langage Interaction et Acquisition ◽

10.1075/lia.7.2.01van ◽

2016 ◽

Vol 7 (2) ◽

pp. 145-179 ◽

Cited By ~ 11

Author(s):

Liesbeth Vanormelingen ◽

Sven De Maeyer ◽

Steven Gillis

Keyword(s):

Cochlear Implant ◽

Cochlear Implants ◽

Hearing Impaired ◽

Expressive Vocabulary ◽

Vocabulary Size ◽

Input And Output ◽

Hearing Status ◽

Hearing Children ◽

Impaired Children ◽

Hearing Impaired Children

The present study examines the amount of input and output in congenitally hearing-impaired children with a cochlear implant (CI) and normally-hearing children (NH) and their normally-hearing mothers. The aim of the study was threefold: (a) to investigate the input provided by the two groups of mothers, (b) to investigate the output of the two groups of children, and (c) to investigate the influence of the mothers’ input on child output and expressive vocabulary size. Mothers are less influenced by their children’s hearing status than the children are: CI children are more talkative and slower speakers. Mothers influenced their children on most parameters, but strikingly, it was not maternal talkativeness as such, but the number of maternal turns that is the best predictor of a child’s expressive vocabulary size.

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