Children Who are Deaf-Blind with Cochlear Implants Research Findings

This research study builds on the findings of an earlier study of more than 100 children by the same researchers. It and other studies of children with multiple disabilities suggest that there are a number of factors that influence whether or not a child will benefit from a cochlear implant. These include, but are not limited to:

Age at the time of implantation, with children who are implanted at younger ages typically performing better

Length of time a child has had an implant

Consistency of use of the implant and regular updating of the device mapping

Amount of time family members talk to a child at home

The frequency and quality of services after implantation designed to increase communication and language

It is important to remember when reviewing the findings of this cochlear implant study that they derive from a first investigative effort with a group of children who are known to be exceptionally unique. The families of the children who have been implanted and the researchers are discovering many small details that over time may lead to significant conclusions.

Some children in the first study demonstrated growth in language, sound awareness, and /or concept development. Still other children were reported to achieve only limited improvement, or a slight loss of skill, in one or more of these areas.

Findings in this report reflect that children who are deaf-blind and have additional disabilities who receive cochlear implants have greater variability in their outcomes than children with only deafness.

The presence of cognitive disabilities, physical disabilities and medical issues, in addition to varying levels of vision impairment are factors that impact outcomes to degrees ranging from a profound impact to mild impact for the children included in this study.

The children, themselves, were quite individually unique (72% of children in the first study had disabilities in addition to deaf-blindness).

The intervention services each child in this study received varied greatly in type, frequency, intensity, and duration.

Educational team members who work with children who are deaf-blind with cochlear implants need to learn adaptive strategies to work more effectively with them.

Links to download the formal research briefings, for parents and professionals, are provided below.

What have we learned about children with multiple sensory deficits and cochlear implants?

To find out more about some of the children already in the study, please visit the Participant Stories page.

To participate, please see the Contact Information page.

Click here to download the project brochure

Funded by the U.S. Department of Education, Office of Special Education-Technology and Media Services for Individuals with Disabilities (CFDA 84.327A). Grant H327A080045; Project Officer, Maryann McDermott. Opinions express within are those of the project/author and do not necessarily represent the position of the U.S. Department of Education.

Determining the Benefits and Challenges of Cochlear Implants for Children with Combined Hearing and Vision Loss

Children Who are Deaf-Blind with Cochlear Implants