Skip to content
DraconiticResearch
Search Sources API
190,839 studies31 sourcesUpdated 35 min ago
Peer-reviewedCC BY-NCJournal of audiology & otology

Needs Analysis of School Life and Therapeutic Support for Elementary Students With Cochlear Implants.

  • Ga-Young Kim1,2,3
  • Young Sang Cho1,4
  • Mi So Lee4
  • So Young Jin4
  • Hye Sook Kim4
  • Mini Jo1
  • Il Joon Moon1,4,5
5 affiliations
  1. 1Hearing Research Laboratory, Samsung Medical Center, Seoul, Korea
  2. 2Medical Research Institute, Sungkyunkwan University School of Medicine, Suwon, Korea
  3. 3Department of Digital Health, SAIHST, Sungkyunkwan University, Seoul, Korea
  4. 4Department of Otorhinolaryngology-Head and Neck Surgery, Sungkyunkwan University School of Medicine, Samsung Medical Center, Seoul, Korea
  5. 5SAIHST, Sungkyunkwan University, Seoul, Korea
Read full textPDFDOICite

Abstract

Background and objectives

Although cochlear implants (CIs) provide substantial benefits, children with congenital hearing loss (HL) often require additional educational support. This study aimed to identify the specific support needs of elementary school students with CIs.Subjects and methods

Twenty-six elementary school children with congenital HL who received CIs participated in this study. Data were collected through face-to-face surveys using a questionnaire comprising four sections: general information, learning support needs, treatment support needs, and school life support needs. Descriptive statistics were used for data analysis.Results

In the learning support domain, children with CIs exhibited the greatest need for assistance in English, particularly in listening to lectures and taking examinations. Regarding treatment support, most respondents preferred speech-language therapy twice a week, with each session lasting 40 minutes. Career education was highly valued, with 92.3% of participants expressing willingness to engage in it. In terms of school life support, 80% of children required student counseling, and 60% needed family counseling. Nearly all respondents endorsed hearing-impairment education for both general students (96%) and teachers (100%). No significant differences were observed between the unilateral and bilateral CI groups across all domains (p>0.05).Conclusions

Although CIs restore hearing in children, comprehensive support is essential. Tailored educational interventions that address each child's unique needs are critical. Further research is warranted to explore long-term outcomes as students transition to higher education or the workforce.

Related

  1. Multichannel optical cochlear implants enable spectrally distinct auditory activity
    N. Albrecht, E. Koert, A. Vavakou +10
    bioRxivPreprintAll rights reservedFull textNeurosciencebioRxiv
  2. Long-term mitigation of the foreign-body response with dexamethasone-eluting cochlear implants in mice
    A. Alluri, B. Hunger, m. F. Hossain +7
    bioRxivPreprintCC BYFull textNeurosciencebioRxiv
  3. Spatial hearing in adults with sequential bilateral cochlear implants: a longitudinal prospective cohort study
    C. Valzolgher, S. Ghiselli, M. O. Epifania +16
    medRxivPreprintCC BY-NC-NDFull textNeurosciencemedRxiv
  4. Exploring asymmetry of electrical compound action potential latencies in sequential cochlear implants as a possible effect of the lateral olivocochlear bundle.
    Sandro Burdo, Valentina Mannella, Lara Dalla Costa +4
    Acta otorhinolaryngologica Italica : organo ufficiale della Societa italiana di otorinolaringologia e chirurgia cervico-faccialePeer-reviewedCC BY-NC-NDFull textNeuroscienceEurope PMCPMC
  5. Temporal Auditory Resolution, Timed Motor Responses to Auditory Cues, and Phonological Processing in Swedish Children with Cochlear Implants and Normal Hearing Peers.
    Karolina Löwgren, Birgitta Sahlén
    Audiology researchPeer-reviewedCC BYFull textNeuroscienceEurope PMC

Cite

BibTeXRIS
BibTeX
@article{kim2026needs,
  title = {{Needs Analysis of School Life and Therapeutic Support for Elementary Students With Cochlear Implants.}},
  author = {Ga-Young Kim and Young Sang Cho and Mi So Lee and So Young Jin and Hye Sook Kim and Mini Jo and Il Joon Moon},
  journal = {Journal of audiology \& otology},
  year = {2026},
  month = oct,
  doi = {10.7874/jao.2024.00598},
  url = {https://europepmc.org/article/MED/42958771},
  note = {CC BY-NC},
}
RIS
TY  - JOUR
TI  - Needs Analysis of School Life and Therapeutic Support for Elementary Students With Cochlear Implants.
AU  - Ga-Young Kim
AU  - Young Sang Cho
AU  - Mi So Lee
AU  - So Young Jin
AU  - Hye Sook Kim
AU  - Mini Jo
AU  - Il Joon Moon
PY  - 2026
DA  - 2026/10/20
JO  - Journal of audiology & otology
DO  - 10.7874/jao.2024.00598
UR  - https://europepmc.org/article/MED/42958771
AB  - Background and objectives  Although cochlear implants (CIs) provide substantial benefits, children with congenital hearing loss (HL) often require additional educational support. This study aimed to identify the specific support needs of elementary school students with CIs.Subjects and methods  Twenty-six elementary school children with congenital HL who received CIs participated in this study. Data were collected through face-to-face surveys using a questionnaire comprising four sections: general information, learning support needs, treatment support needs, and school life support needs. Descriptive statistics were used for data analysis.Results  In the learning support domain, children with CIs exhibited the greatest need for assistance in English, particularly in listening to lectures and taking examinations. Regarding treatment support, most respondents preferred speech-language therapy twice a week, with each session lasting 40 minutes. Career education was highly valued, with 92.3% of participants expressing willingness to engage in it. In terms of school life support, 80% of children required student counseling, and 60% needed family counseling. Nearly all respondents endorsed hearing-impairment education for both general students (96%) and teachers (100%). No significant differences were observed between the unilateral and bilateral CI groups across all domains (p>0.05).Conclusions  Although CIs restore hearing in children, comprehensive support is essential. Tailored educational interventions that address each child's unique needs are critical. Further research is warranted to explore long-term outcomes as students transition to higher education or the workforce.
SN  - 2384-1621
SN  - 2384-1710
ER  -