Relationships among Professionals' Knowledge, Experience, and Expectations Regarding Cochlear Implants

Autor/inn/en	Ben-Itzhak, D.; Most, T.; Weisel, A.
Titel	Relationships among Professionals' Knowledge, Experience, and Expectations Regarding Cochlear Implants
Quelle	In: American Annals of the Deaf, 150 (2005) 4, S.329-342 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Hearing Impairments; Assistive Technology; Surgery; Knowledge Level; Expectation; Teachers; Teacher Attitudes; Attitude Measures; Deafness; Communications; Costs; Health Insurance; Oral Language; Inclusion; Peer Relationship; Socialization; Rehabilitation; Questionnaires; Adjustment (to Environment); Self Concept; Communication Skills; Academic Achievement; Family Environment; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Hearing impairment; Hörbehinderung; Chirurgie; Wissensbasis; Expectancy; Erwartung; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Gehörlosigkeit; Taubstummheit; Nachrichtenwesen; Cost; Kosten; Krankenversicherung; Oral interpretation; Mündlicher Sprachgebrauch; Inklusion; Peer-Beziehungen; Socialisation; Sozialisation; Fragebogen; Selbstkonzept; Kommunikationsstil; Schulleistung; Familienmilieu; Ausland
Abstract	The present study examined the relationships between teachers' and communication clinicians' self-reported knowledge on cochlear implants and their expectations of CIs. The authors also explored these professionals' views regarding the child's communication mode, educational setting, and social options following cochlear implantation. The participants were 47 teachers of deaf students and 35 communication clinicians. The results showed that there were no significant differences between the two groups in self-reported knowledge on CI. Both groups knew very little about mapping, costs, or insurance, and reported good knowledge about candidacy. Expectations from CIs were moderate to high, and were significantly related to respondents' knowledge and specific experience with CIs. Most professionals in both groups supported spoken-language communication, individual inclusion, and social exposure to children with normal hearing as well as to children with hearing impairments. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10