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Cochlear Implants: Educational Planning for School-Age Children

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1.  The following factor has not been found to directly impact spoken language outcomes for children with cochlear implants:
  1. Ongoing exposure to spoken language in the child's environment
  2. The age the child obtained their cochlear implant
  3. The manufacturer of the cochlear implant
  4. Anatomical malformations in the child's cochlea which impact insertion of electrodes.
2.  It is important that families are aware of the following considerations which directly impact success with a cochlear implant:
  1. ongoing follow-up to program/map the external speech processor
  2. daily troubleshooting of the device
  3. consistent use of the device
  4. all of the above
3.  The following has definitively been proven to negatively impact spoken language outcomes for a student with a cochlear implant:
  1. Use of American Sign Language
  2. Use of Cued Speech
  3. Use of two spoken languages (i.e. Spanish and English)
  4. None of the above
4.  For students with cochlear implants, we do not yet know enough about:
  1. How pragmatic language outcomes impact educational success
  2. If students plateau in their educational achievement when language becomes complex
  3. Outcomes for students with varied disabilities
  4. All of the above
5.  The following should be considered as essential for all students with cochlear implants:
  1. Use of an interpreter
  2. Implementation of an individualized planning process to determine which supports may possibly be needed
  3. Use of an FM system
  4. Use of Real Time Captioning
6.  An educational audiologist, should:
  1. be a part of the educational planning team to develop a student's IEP, 504 plan or other educational planning documents
  2. be the student's primary listening, speech, and spoken language therapist
  3. train teachers and staff members in understanding the needs of students with cochlear implants and implementing recommended accommodations and strategies.
  4. A and C
7.  Educational planning for students with cochlear implants should include:
  1. Recommendations to improve acoustics
  2. Recommendations to support listening at a distance and in background noise
  3. Recommendations related to seating arrangements in the classroom
  4. All of the above
8.  An often overlooked part of planning for students with cochlear implants is:
  1. Auditory training
  2. Checking the technology
  3. Use of an FM system
  4. Support for social emotional development and self-advocacy skills
9.  Students with Cochlear Implants: Guidelines for Educational Program Planning
  1. Is a free resource
  2. Was developed collaboratively by over 40 professionals with varied professional backgrounds
  3. Can also be used to guide planning for students who use hearing aids
  4. All of the above
10.  Students with Cochlear Implants: Guidelines for Educational Planning is a resource which includes:
  1. A process to facilitate team planning.
  2. A series of checklists to document expressive, receptive, and pragmatic language functioning.
  3. A series of appendices sharing information integral to supporting students with cochlear implants.
  4. All of the above

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