Communicative participation of school-aged children with cochlear implants: parental perceptions.

IF 1.7 3区教育学 Q2 EDUCATION, SPECIAL

Journal of Deaf Studies and Deaf Education Pub Date : 2025-04-30 DOI:10.1093/jdsade/enaf021

Louise Duchesne, Marie-Pier Gingras, Maude Gagnon

{"title":"Communicative participation of school-aged children with cochlear implants: parental perceptions.","authors":"Louise Duchesne, Marie-Pier Gingras, Maude Gagnon","doi":"10.1093/jdsade/enaf021","DOIUrl":null,"url":null,"abstract":"<p><p>This qualitative study aimed to explore parents' perceptions regarding the communication of their school-aged child with cochlear implants (CIs) in various social contexts. To this end, the construct of \"communicative participation\" (World Health Organization (2001), International Classification of Functioning, Disability, and Health, https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health) was broadly applied to the population of children with CIs. Nineteen parents participated in semi-structured interviews and described their perceptions and experiences regarding the communication of their child in social contexts. Data were analyzed using a thematic analysis approach. The results showed that overall, despite describing very positive outcomes with CIs, parents reported that their children do experience participation restrictions and activity limitations because of communication difficulties and/or environmental and social barriers. The findings from this study unveiled the communication difficulties of school-aged children with CIs, as experienced by their parents. These difficulties-which may seem subtle-can significantly impact the participation in communication. Language interventions could be improved to better support pupils who are experienced CI users.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Deaf Studies and Deaf Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1093/jdsade/enaf021","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

This qualitative study aimed to explore parents' perceptions regarding the communication of their school-aged child with cochlear implants (CIs) in various social contexts. To this end, the construct of "communicative participation" (World Health Organization (2001), International Classification of Functioning, Disability, and Health, https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health) was broadly applied to the population of children with CIs. Nineteen parents participated in semi-structured interviews and described their perceptions and experiences regarding the communication of their child in social contexts. Data were analyzed using a thematic analysis approach. The results showed that overall, despite describing very positive outcomes with CIs, parents reported that their children do experience participation restrictions and activity limitations because of communication difficulties and/or environmental and social barriers. The findings from this study unveiled the communication difficulties of school-aged children with CIs, as experienced by their parents. These difficulties-which may seem subtle-can significantly impact the participation in communication. Language interventions could be improved to better support pupils who are experienced CI users.

查看原文本刊更多论文

植入人工耳蜗学龄儿童的交际参与：父母的看法。

本质性研究旨在探讨父母对其学龄儿童植入人工耳蜗（CIs）在不同社会背景下的沟通的看法。为此目的，“交流参与”的概念（世界卫生组织（2001年），《国际功能、残疾和健康分类》，https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health）广泛适用于患有CIs的儿童。19位家长参加了半结构化访谈，并描述了他们对孩子在社会环境中沟通的看法和经历。数据分析采用专题分析方法。结果显示，总体而言，尽管描述了ci的非常积极的结果，但父母报告说，由于沟通困难和/或环境和社会障碍，他们的孩子确实经历了参与限制和活动限制。这项研究的结果揭示了学龄期ci儿童的沟通困难，正如他们的父母所经历的那样。这些看似微妙的困难可能会严重影响交流的参与。语言干预可以得到改进，以更好地支持有经验的CI用户的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Deaf Studies and Deaf Education Multiple-

CiteScore

3.40

自引率

10.00%

发文量

期刊介绍： The Journal of Deaf Studies and Deaf Education is a peer-reviewed scholarly journal integrating and coordinating basic and applied research relating to individuals who are deaf, including cultural, developmental, linguistic, and educational topics. JDSDE addresses issues of current and future concern to allied fields, encouraging interdisciplinary discussion. The journal promises a forum that is timely, of high quality, and accessible to researchers, educators, and lay audiences. Instructions for contributors appear at the back of each issue.