Renee June Punch

Coming to a Decision About Cochlear Implantation: Parents Making Choices for their Deaf Children

This study combined quantitative and qualitative methods in a sequential approach to investigate the experiences of parents making decisions about cochlear implants for their deaf children. Quantitative findings from a survey instrument completed by 247 parents were extended and elaborated by qualitative findings from in-depth interviews with 27 of the survey respondents. Although parents used a variety of information sources when considering an implant, cochlear implant centers and doctors comprised their major source of information. Most parents found the decision-making process difficult and stressful, but a proportion reported finding the decision easy, believing that there was no other option for their child, and were keen for implantation to proceed as soon as possible. Implications for professionals working with families are discussed.

Social Participation of Children and Adolescents With Cochlear Implants: A Qualitative Analysis of Parent, Teacher, and Child Interviews

Psychosocial factors, including socioemotional well-being, peer relationships, and social inclusion with hearing and deaf peers, are increasingly becoming a focus of research investigating children with cochlear implants. The study reported here extends the largely quantitative findings of previous research through a qualitative analysis of interviews with parents, teachers, and pediatric cochlear implant users themselves in three eastern states of Australia. We interviewed 24 parents, 15 teachers, and 11 children and adolescents. The findings displayed commonalities across the three groups of participants, indicating positive experiences around the childrens psychosocial development with their cochlear implants, but also ongoing difficulties communicating in groups of people and problems related to social skills. Some children had little contact with other deaf children (with or without cochlear implants) despite parents and teachers perceiving such contact beneficial. Children attending schools where there were other deaf children valued friendships with both deaf and hearing peers. Adolescence was a particularly difficult time for some as they struggled with feelings of self-consciousness about their deafness and external cochlear implant equipment and worries around friendships, dating, and their future place in the world. Recommendations for practice and further research are made.

The modes of communication used by children with cochlear implants and the role of sign in their lives

In a mixed-methods study, which included surveys of 247 parents and 151 teachers, the researchers investigated the modes of communication used by children with cochlear implants and the role of signed communication in the childrens lives. Findings indicated that 15%–20% of the children in the parent surveys and approximately 30% of the children in the teacher surveys were using some form of signed communication. Qualitative findings from interviews with parents, teachers, and children with cochlear implants elaborated on the quantitative findings. While the development of spoken-language communication was the main aim of their childrens cochlear implantation for the large majority of parents, many valued the use of either Signed English or Australian Sign Language, which they felt supported their childrens personal, social, and academic development. Young people who used sign switched comfortably between communication modes according to their communication partners, topics, and settings.

Children with Cochlear Implants in Australia: Educational Settings, Supports, and Outcomes.

This Australian study examined the communication, academic, and social outcomes of pediatric cochlear implantation from the perspectives of teachers working with children with cochlear implants. The children were aged from 1 to 18 years and attended a range of educational settings in early intervention, primary, and secondary schooling. One hundred and fifty-one teachers completed a survey on one child with a cochlear implant and 15 of these teachers were interviewed. Teachers reported their perceptions of childrens functional outcomes in a range of communication, academic, social, independence, and identity areas. Reported achievements in literacy, numeracy, and social development were below class levels. Implications for educational authorities and professionals working with children with cochlear implants are discussed.

The experiences of deaf and hard of hearing students at a Queensland University: 1985–2005

This article reports on the experiences of deaf and hard of hearing students at a Queensland university, which offers an extensive deaf student support program. Seventy‐two current students and graduates since the program’s inception twenty years ago completed a survey about their experiences, highlights, challenges and use of communication tools and support services at university. Findings indicate, both quantitatively and qualitatively, that students valued the specialised support services they received, although challenges in accessing the academic curriculum remained for many students. In the important area of social factors, many students reported enjoying satisfying friendships and a sense of belonging with other deaf people, often for the first time, while others experienced feelings of social isolation in a largely hearing peer group. Overall, deaf and hard of hearing students who had attended Griffith over the 20 years had a high rate of graduation, comparing favourably with other university students.

Factors predicting functional outcomes of cochlear implants in children

Abstract This article reports the relationships between a large number of child- and family-related factors and childrens functional outcomes, according to parental report, in the domains of spoken language communication, social skills and participation, academic achievement, and independence and identity, through a series of stepwise regression analyses. Parents of 247 children who had received cochlear implants in three eastern states of Australia completed a survey on their expectations and experiences of their childrens outcomes with cochlear implants. A number of the independent variables were found to be associated, either positively or negatively, with childrens outcomes. Implications for cochlear implant professionals, early intervention programmes, and educational authorities are discussed.

Employment and Adults Who Are Deaf or Hard of Hearing: Current Status and Experiences of Barriers, Accommodations, and Stress in the Workplace

Abstract: In an integrative review of the literature covering the period 2004–2016, the author presents a current picture of the situation of people who are deaf or hard of hearing (DHH) relative to employment and careers—particularly the barriers, facilitators, and stress levels experienced by working DHH adults. First, an overview is provided of findings from recent reports on employment outcomes for people who are DHH. Second, the author reviews the literature on employment and workplace barriers, facilitators, and accommodations for people who are DHH, and relates findings about DHH people’s workplace-related stress and fatigue levels and the associated issues of job demand, job control, and social support in the workplace. The article concludes with a discussion of the implications of these findings, in particular the ways in which barriers to full participation of DHH people in the labor market can be addressed.

Hearing loss and its impact on residents in long term care facilities: A systematic review of literature

&NA; The prevalence of age‐related hearing loss is high among older adults. Growing longevity and the older profile of aged care residents is likely to result in an increasing incidence of hearing loss among this cohort. This review reports on the findings of a systematic search of the academic databases CINAHL, Medline, PsychInfo and Scopus undertaken to investigate the hearing experiences of residents of aged care facilities. Twenty‐two studies met the inclusion criteria. Our analysis revealed clear barriers and facilitators to optimal hearing experiences and indicated the importance of the physical and social environment for effective communication. Under‐detection of hearing loss and underuse of hearing aids were prevalent. The findings highlight the importance of addressing these issues for this cohorts quality of life. Future trends that may impact on training needs are considered and recommendations are made.