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The Ear Foundation Celebrates The Impact Of Cochlear Implants
Information provided by The Ear Foundation - Published: 2010-11-24
The Ear Foundation has celebrated the development and significant impact of cochlear implantation on adults, adolescents and children by holding two major events in its annual calendar.
A lecture was held in memory of Marjorie Sherman, OBE, who funded The Ear Foundation from its beginning, and whose family continues to support its work.
The lecture, ‘from Language to Literacy in Learners with Cochlear Implants’ was delivered by Professor Connie Mayer, who trains Canadian teachers of the deaf at York University, Toronto. Sue Archbold, Chief Executive of The Ear Foundation said:” We are fortunate to have the support of such a celebrated world expert on the literacy of deaf children. In her lecture, Professor Mayer illustrated the huge impact that the advent of cochlear implantation has had on the writing abilities of deaf children.”
In a second event, The Ear Foundation hosted its 5th Annual Conference, ‘Cochlear Implants 2010: The State of the Art’, which provided a unique forum where current research and practice in all areas of cochlear implantation was explored. Renowned international experts contributed to a wide ranging discussion on subjects which included bilateral programming, educational outcomes, music with CI users, electro acoustic stimulations, literacy and the impact of cochlear implantation and cochlear implants with sign language.
Sue Archbold said: “We were delighted to welcome international speakers to this important conference, which was a fast-paced day where the audience were updated about every aspect of cochlear implantation. It all started in Nottingham, so it was completely appropriate that such an important collaboration was held here.”
Cochlear implantation has allowed for significant gains in speech and language development for many profoundly deaf learners, and recent research in the area indicates that children who are implanted early (before 12 months of age) may acquire language at a rate and pace comparable to that of their hearing age peers (Archbold, 2010). This language base should afford students with cochlear implants an advantage in learning to read and write - processes which, for all learners, depend on foundational requisites in both oral language and code-related constructs such as phonological processing. In this presentation we will use examples of student’s work to illustrate the ways in which language underpins the development of literacy in learners with cochlear implants from the primary years through secondary school, and discuss the ways in which this learning can be best supported across these ages and stages.
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