The mission of the Alexander Graham Bell Association for the Deaf and Hard
of Hearing is to advocate independence through listening and talking. The
cochlear implant for children with or hearing loss, combined with
appropriate habilitation, can provide the key to making that independence
achievable.
In 1992, this Association advocated implantation of children whose parents
have been thoroughly informed of the potential advantages and risks, who
have been properly evaluated by qualified professionals, and who have been
declared suitable for
implantation. Since then, the evolution of cochlear implant technology has
continued to demonstrate the efficacy of these devices in allowing a child
with hearing loss to access spoken language.
In order to make use of a cochlear implant for the acquisition of spoken
language, children must learn to fully utilize the rich array of auditory
communication cues contained in speech. Auditory learning integrated with
social, emotional, and cognitive
development is crucial to proficiency in the use of spoken language.
Activation of the auditory pathway with a cochlear implant must be
combined with these other elements essential to communication and early
language learning. Research supports that children with cochlear implants
can develop speech perception skills and abilities that significantly
enhance their acquisition of spoken language and literacy.
A key factor that influences spoken communication performance with a
cochlear implant is the age of implantation. It is now appropriate to
implant children at a very young age. This trend has been reinforced by
the accurate and early diagnosis of hearing loss. Providing young children
with access to sound during early critical periods has a profound impact
on acquisition of spoken language. Current research further substantiates
that children implanted at an early age demonstrate impressive growth in spoken language and literacy achievement comparable to the levels of their
peers with normal hearing.
Cochlear implant technology brings with it a responsibility to support
this new access to sound. An appropriate educational intervention program
optimizes the integration of auditory learning into spoken language and
literacy skills. Teachers and clinicians with appropriate training and
experience are essential for working with children with cochlear implants
and their families. It is the skillful combination of lively human
interaction and cochlear implant technology that stimulates the maximum
development of spoken language competence. AG Bell continues to support
cochlear implants in adults. For a list of references, please contact the
Alexander Graham Bell Association for the Deaf and Hard of Hearing at
202/337-5220 or http://www.agbell.org.
The preceding Cochlear Implant Position Statement was adopted by the Board
of Directors of the Alexander Graham Bell Association for the Deaf and
Hard of Hearing on October 28, 2001. It is an update of the previous
statement issued by AG Bell in 1992 and reflects greater experience with
cochlear implants, greater sophistication of the devices themselves, and
the ability to accurately detect hearing loss at a very young age.
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