Journal of Audiology & Otology
- Volume 23 Issue 3
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- Pages.135-139
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- 2019
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- 2384-1621(pISSN)
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- 2384-1710(eISSN)
DOI QR Code
Educational Status in Bilateral Prelingual Deaf Children with Cochlear Implantation
- Bae, Seong Hoon (Department of Otorhinolaryngology, Yonsei University College of Medicine) ;
- Kwak, Sang Hyun (Department of Otorhinolaryngology, Yonsei University College of Medicine) ;
- Nam, Gi-Sung (Department of Otorhinolaryngology, Yonsei University College of Medicine) ;
- Choi, Jae Young (Department of Otorhinolaryngology, Yonsei University College of Medicine)
- Received : 2018.12.11
- Accepted : 2019.01.24
- Published : 2019.07.20
Abstract
Background and Objectives: This study was undertaken to investigate the educational status in bilateral prelingual deaf children with a cochlear implant (CI), also known as early cochlear implantees (CIs). Type of schooling and enrollment rate of tertiary education were analyzed as primary results. Subjects and Methods: Participants in this study comprised a highly homogeneous group of deaf patients who underwent cochlear implantation at a similar age. Sixty-four Korean patients were enrolled. Statistical data for disabled populations and the general population were obtained from the National Statistics Korea. Results: Among 64 patients, 46, 8, and 10 attended mainstream, integrated, and special schools, respectively. Notably, there was a significant difference in the type of school between hearing-impaired and CI groups (p=0.007). Ten of 13 patients enrolled in tertiary education. Conclusions: CI users were more likely than hearing impaired students to attend mainstream school. The enrollment rate of CI users in tertiary education was the same as that of the general population.