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INTRODUCTION
Cochlear implantation is one of the fastest developing fields within audiology (Nikolopoulos, Dyar & Gibbin, 2003:127; Nikolopoulos, Archbold & O’Donoghue, 1999:189; O’Donoghue, Nikolopoulos, Archbold & Tait, 1999:419; Archbold, O’Donoghue & Nikolopoulos, 1998:328; Nikolopoulos & O’Donoghue, 1998:46; Waltzman, Cohen, Gomolin, Green, Shapiro, Hoffman & Roland, 1997:342). Furthermore, the performance of cochlear implant users differs drastically from hearing aid users. Large differences are seen in their capability to identify environmental sounds, differentiate between voices, use auditory and lip reading cues, and in the comprehension of speech without the assistance of visual cues. Persons with a hearing loss, who are able to receive these auditory signals through the use of a cochlear implant, experience an abrupt change from a ‘world of silence’ to a ‘world of sound’.
In addition to the special characteristics mentioned above, cochlear implant users have similar problems and needs, which are comparable to hearing-impaired individuals who are fitted with conventional hearing aids. It is vital that both cochlear implant and hearing aid users become skilled at making use of their auditory cues, in combination with all other visual, kinaesthetic and tactile cues, as well as communication abilities in order to cope successfully in the everyday environment of the real world (Estabrooks, 1998:79; Eisenwort, Baumgartner, Willinger & Gstöttner, 1996:243). Therefore, paediatric implantation involves long-term financial implications as well as a commitment in terms of time (Archbold, 1994:57).
Today it is widely recognised that experienced professionals are required to implement wellmanaged paediatric programmes to ensure future viability for all implanted children. Given the indications of the long-term benefits which are emerging from implant programmes throughout the world; this is a field which deserves more research due to the expansion possibilities which exist in it.
CHAPTER 1 ORIENTATION AND RATIONALE OF THE STUDY
1.1 Introduction
1.2 Perspectives on cochlear implants, problem statement and rationale of the study
1.3 Definitions of terminolog
1.4 Research programme
1.5 Summary
CHAPTER 2 THEORETICAL BACKGROUND: COCHLEAR IMPLANT PROGRAMMES
2.1 Introduction
2.2 Cochlear implant programmes
2.3 Summary
CHAPTER 3 THEORETICAL BACKGROUND: ASSESSMENT OF A YOUNG CHILD IN SOUTH AFRICA
3.1 Introduction
3.2 Assessment of a young child in South Africa
3.3 Conclusions
3.4 Summary
CHAPTER 4 RESEARCH METHODOLOGY
4.1 Introduction
4.2 Main aim
4.3 Sub-aim
4.4 Research design
4.5 Sample
4.6 Apparatus and material
4.7 Data collection and recording procedures
4.8 Data analysis
CHAPTER 5 RESULTS AND DISCUSSION
5.1 Introduction
5.2 Sub-aim one: Evaluation of the different assessment areas within the protocol
5.3 Sub-aim two: Evaluation of the type of information gained from the assessment protocol
5.4 Sub-aim three: Evaluating the duration for administering and interpreting the assessment protocol
5.5 Sub-aim four: Evaluating the cultural and language barriers affecting the administration and interpretation of the assessment protocol
5.6 Sub-aim five: The overall value of the assessment protoco
5.7 Recommended changes for the assessment protocol
5.8 Recommendations for the educational setting
5.9 Summary
CHAPTER 6 CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
REFERENCES
