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International Journal of Otolaryngology
Volume 2011, Article ID 573280, 10 pages
Research Article

Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents

1School of Education and Professional Studies, Griffith University, Gold Coast Campus, Gold Coast, QLD 4222, Australia
2Faculty of Science, Education and Health, University of the Sunshine Coast, Maroochydore, Sunshine Coast, QLD 4556, Australia

Received 14 May 2011; Accepted 16 June 2011

Academic Editor: Ingeborg Dhooge

Copyright © 2011 Renée Punch and Merv B. Hyde. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1) parental expectations of their children's implantation, (2) families' decision-making processes, and (3) the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.