Mary V. Compton

Preparation and Perceptions of Speech-Language Pathologists Working With Children With Cochlear Implants:

This study examined the level of preparedness of North Carolina speech-language pathologists (SLPs) who serve school-aged children with cochlear implants (CIs). A survey distributed to 190 school-based SLPs in North Carolina revealed that 79% of the participants felt they had little to no confidence in managing CI technology or in providing services to children with CIs. Survey results disclosed that 47% of SLPs had either no formal instruction or only one college lecture on CIs. Findings indicated that a lack of instruction in other hearing-related topics exists at both the undergraduate and graduate levels. These results underscore the urgent need for revising preservice curricula for SLPs and audiologists to include more practical training in the habilitation/rehabilitation of children with CIs. Findings also emphasize the need for current practitioners to engage in continuing education to update their knowledge of emerging innovations in CI technology and habilitation.

Educational Interpreting and Teacher Preparation: An Interdisciplinary Model

Educational interpreting remains the fastest growing area in the field of interpreting largely due to the Individual with Disabilities Education Act and the Americans with Disabilities Act. The United States Department of Education, Personal Preparation and Special Topics, has awarded grants to a number of organizations, agencies, colleges and universities to establish preparation programs for educational interpreters. This article describes how resources, namely the curriculum, extant in a teacher preparation program in deafness are used in establishing a four year preparation program for educational interpreters leading to a Bachelor of Science degree. The interdisciplinary model outlined follows the curriculum recommendations of the Council on Education of the Deaf/Registry of Interpreters for the Deaf Ad Hoc Committee for Educational Interpreting.

Itinerant Teachers' Perspectives of Using Collaborative Practices in Serving Students Who Are Deaf or Hard of Hearing

In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the theoretical construct of collaboration proposed by Friend and Cook (1990, 2007) in the analysis of interviews. It was found that itinerants employed elements of collaboration as outlined by Friend and Cook and that these teachers regarded these collaborative relationships as essential to fulfilling their consultative responsibilities. However, as the itinerant teachers strived to establish and maintain collaborative relationships, they faced barriers related to time constraints, insufficient administrative support, and variable perceptions of the necessity of collaborating with general educators.

First Steps in the Journey from Consumers to Producers of Research in Deaf Education.

Faculty Shortages in the study of low-incidence sensory disabilities (deafness, blindness, deaf-blindness) constitute personnel preparation challenges, as documented by a variety of organizations. To alleviate this deficit in the low-incidence sensory disability professoriat, the National Leadership Consortium for Sensory Disabilities (NLCSD) was created to support the preparation of preservice researchers in these disciplines. This qualitative study documents the emerging perceptions of research by deafness-focused NLCSD first-year doctoral Fellows during their participation in an online enrichment seminar. Thematic analysis of the online interactions of the Fellows reveals their initial steps in their journey from consumers to producers of research. Results of the study offer insight into the preparation process of leadership personnel in deaf education.

Quality of life and speech perception in two late deafened adults with cochlear implants

The aim was to demonstrate the need for a quality of life assessment in biopsychosocial aural rehabilitation (AR) practices with late deafened adults (LDAs) with cochlear implants (CIs). We present a case report of a medical records review of two LDAs enrolled in a biopsychosocial group AR program. A speech perception test Contrasts for Auditory and Speech Training (CAST) and a quality of life (QoL) assessment the Nijmegen Cochlear Implant Questionnaire (NCIQ) were given prior to AR therapy. CAST scores indicated both patients had excellent basic speech perception. However, NCIQ results revealed patients’ difficulties in basic and advanced listening settings. NCIQ highlighted patients’ self-perceived poor self-esteem and ongoing challenges to their QoL. Speech perception testing results alone are not enough to document the daily challenges of QoL needs of LDAs with CIs. The inclusion of a QoL measure such as the NCIQ is vital in evaluating outcomes of cochlear implantation in LDAs.