- Short Contents
- About the Editors
- The Promises (?) of Deaf Education:: From Research to Practice and Back Again
- The History of Language and Communication Issues in Deaf Education
- Legal Advocacy for Deaf and Hard-of-Hearing Children in Education
- Preparing Teachers of Students Who Are Deaf or Hard of Hearing
- Effective Instruction for Deaf and Hard-of-Hearing Students:: Teaching Strategies, School Settings, and Student Characteristics
- Supporting Students in General Education Classrooms
- Current and Future Technologies in the Education of Deaf Students
- Evidence-based Curricula and Practices That Support Development of Reading Skills
- Will Cochlear Implants Close the Reading Achievement Gap for Deaf Students?
- The Demands of Writing and the Deaf Writer
- Mathematics Instruction and Learning of Deaf and Hard-of-Hearing Students:: What Do We Know? Where Do We Go?
- Deaf Children with Severe Multiple Disabilities:: Etiologies, Intervention, and Assessment
- Reflections on Identity
- Deaf Studies in the 21st Century:: “Deaf-gain” and the Future of Human Diversity
- Cochlear Implants:: Family and Young People’s Perspectives
- The Impact of Early Identification of Deafness on Hearing Parents
- How Does Speech Intelligibility Affect Self and Others’ Perceptions of Deaf and Hard-of-Hearing People?
- Emerging Sign Languages
- Early Language Acquisition and Adult Language Ability:: What Sign Language Reveals About the Critical Period for Language
- Communication Choices and Outcomes During the Early Years:: An Assessment and Evidence-based Approach
- Early Communication in Sign and Speech
- Language Acquisition and Critical Periods for Children Using Cochlear Implants
- Newborn Screening and Earlier Intervention with Deaf Children:: Issues for the Developing World
- Prelinguistic Vocalizations in Infants and Toddlers with Hearing Loss:: Identifying and Stimulating Auditory-guided Speech Development
- Children and Youth Who Are Hard of Hearing:: Hearing Accessibility, Acoustical Context, and Development
- Performance Outcomes for Adult Cochlear Implant Users
- Play and Theory of Mind:: Indicators and Engines of Early Cognitive Growth
- Learning Disabilities in Deaf and Hard-of-Hearing Children
- Executive Function, Cognitive Control, and Sequence Learning in Deaf Children with Cochlear Implants
- Working Memory, Deafness, and Sign Language
- Paradigm Shifts, Difficult Truths, and an Increasing Knowledge Base in Deaf Education
- Author Index
- Subject Index
Abstract and Keywords
This chapter provides a summary of the history of cochlear implants, how a cochlear implant works, and the criteria for candidacy and how that has changed over the years. In addition, this chapter addresses critical issues related to whether profoundly deafened listeners should receive one or two cochlear implants. Speech recognition and localization performance of subjects who wear bilateral cochlear implants (simultaneous or sequentially implanted) will be discussed in comparison to subjects who wear only one cochlear implant or a cochlear implant and a hearing aid. In addition, this chapter will provide a review of the literature analyzing the effects of one versus two cochlear implants, as well as recommendations for who should receive bilateral cochlear implants. This chapter also briefly discusses shortcomings in testing methodology typically used to evaluate the performance of cochlear implants, and surveys future directions.
Camille C. Dunn, Department of Otolaryngology, University of Iowa, Iowa City, IA
Ann Perreau, Department of Otolaryngology, University of Iowa Iowa City, IA
Kenneth Marciniak, Department of Otolaryngology, University of Iowa, Iowa City, IA
Beth Macpherson, Department of Otolaryngology, University of Iowa, Iowa City, IA
Richard S. Tyler, Department of Otolaryngology, University of Iowa Iowa City, IA
Monika Kordus, Department of Otolaryngology, University of Iowa, Iowa City, IA
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