Factors influencing rehabilitation and education in children who have cochlear implants: An integrative review

Awatef Ali Bivarchi, Jessie Johnson, Maha Al Sulaiteen, Daniel Forgrave


Background: Several factors might impact the development of auditory, speech, and communication skills as well as academic performance in children with cochlear implants. These factors are important for these children’s transition to mainstream education. A lack of understanding among school staff about cochlear implant technology and these children’s special needs affects their school performance. Therefore, educational services need to include specialized sessions for nurses and teachers to meet the educational and special needs of these children.

Aim: To explore the factors influencing the rehabilitation and education of children who have cochlear implants and highlight empirical evidence that will guide the development of educational sessions for school nurses and teachers who encounter these students.

Methods: Whittemore and Knafl’s framework for integrative review guided this work. An electronic search was conducted using the Cumulative Index to Nursing and Allied Health Literature, MEDLINE, and Academic Search Complete databases. Data was extracted and organized into the individual, interpersonal and organizational, and policy and environmental levels of the Socio-Ecological Model.

Results: The individual-level factors are age at implantation, abnormal inner ear morphology, presence of additional disabilities, and hours of daily device use. The interpersonal and organizational factors include lower socioeconomic status, support within the family, and lack of experts at mainstream schools. The policy and environmental level factors are a failure in implementing hearing screening programs, lack of community awareness, and lack of clear education policies within the schools.

Conclusions: Children face challenges at schools due to a lack of experts who are familiar with the needs of children with cochlear implants. To realize the children’s needs and provide proper educational support by school staff, teaching and training sessions need to be.

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DOI: https://doi.org/10.5430/ijh.v9n1p30


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International Journal of Healthcare  ISSN 2377-7338(Print)  ISSN 2377-7346(Online)

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