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Original Research Articles

Academic Outcomes and Coping Mechanisms of Children using Cochlear Implants in Mainstream Schools in Kerala, India


Anju George,

Speech Language Pathologist, Senses Center, Dubai, IN
About Anju

Anju George works as a Speech-Language Pathologist (Dubai Health Authority licensed) at Senses Center, Dubai. She completed her Master of Audiology and Speech Language Pathology course from National Institute of Speech and Hearing, Trivandrum, India in 2017. Her areas of interest include child language disorders and aural rehabilitation.  

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Jeena Mary Joy ,

National Institute of Speech and Hearing, IN
About Jeena

Jeena Mary Joy is an Assistant Professor of Audiology at National Institute of Speech and Hearing, Trivandrum , India. She has 18 years of experience in clinical, academic and research settings and teaches courses on Pediatric Audiology and Rehabilitative Audiology for undergraduate students and Physiological assessments and hearing and rehabilitative audiology course for a  Master's program in audiology. 

She is the Principal Investigator for the outcomes measure project for the government-funded cochlear implant project, Govt. of Kerala, India. Jeena has presented her research at many national and international conferences.

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Sita Sreekumar

National Institute of Speech & Hearing, IN
About Sita
Sita Sreekumar is a Senior Lecturer in the Department of Audiology and Speech Language Pathology at National Institute of Speech and Hearing. Her areas of interest are Aural Re/habilitation, cochlear implants, Augmentative Alternative Communication (AAC), Adult neuro-communication Disorders.  She is involved in the assessment and management of hearing loss in both adult and pediatric clients and has experience in cochlear implant and other implantable hearing device programming. She is trained in PROMPT and PECS therapy strategies. She has national and international publications in the field of hearing loss and AAC.
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Purpose: The aim of the present study was to understand the academic outcomes of children using cochlear implants in mainstream schools in Kerala, India and to explore the compensatory strategies used by them to overcome the difficulties faced in classrooms.

Method: Thirty-one children using cochlear implants who were attending first and second grades in mainstream schools, and their parents and teachers participated in the study. Teachers were asked to rate a questionnaire, “Teachers’ Perceptions of Academic Outcomes”, which consisted of five sections – oral comprehension, oral expression, reading, writing and mathematics. The performance of the children using cochlear implants was compared with the performance of typically hearing children in the class. The grades obtained in the previous examination were also used for the comparison.  Information was collected regarding difficulties faced by the children inside the classroom and their strategies to overcome the challenges.

Results: The class teachers rated the performance of 71 % of these children as ‘above average’. Though the academic outcomes were found to be good on the questionnaire and classroom tests, most of the children with cochlear implants faced various difficulties and had used different compensatory strategies to give their optimum performance in the classroom.

Conclusion: The study emphasizes the importance of having mid- and long-term follow-ups with children using cochlear implants, even after mainstreaming. It is necessary to orient and train teachers about the needs of these children and to implement support strategies in mainstream schools.

How to Cite: George, A., Joy, J.M. and Sreekumar, S., 2021. Academic Outcomes and Coping Mechanisms of Children using Cochlear Implants in Mainstream Schools in Kerala, India. Disability, CBR & Inclusive Development, 31(4), pp.172–190. DOI:
Published on 23 Feb 2021.


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