Assessing skills of school children with cochlear implant/Avaliacao das habilidades escolares de criancas com implante coclear

Purpose: to evaluate and characterize the performance of children with hearing impairment using cochlear implants, between 9 and 12 year old, as well as to check the time that the child takes to access phonological information and confront such results according to gender and number of participants....

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Veröffentlicht in:Revista CEFAC 2012-09, Vol.14 (5), p.826
Hauptverfasser: Pinheiro, Ana Beatriz Sacomano Montassier, Yamada, Midori Otake, Bevilacqua, Maria Cecilia, Crenitte, Patricia Abreu Pinheiro
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Sprache:spa
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Zusammenfassung:Purpose: to evaluate and characterize the performance of children with hearing impairment using cochlear implants, between 9 and 12 year old, as well as to check the time that the child takes to access phonological information and confront such results according to gender and number of participants. Method: the study included 32 children of both genders, attending the first to the fifth grade of elementary school, regularly enrolled in the Audiological Research Center of Rehabilitation Hospital of Craniofacial Anomalies, University of Sao Paulo, in Bauru / SP. The instruments used were the School Performance Test (TDE) and the Rapid Auto Naming Test (RAN). Results: the results showed that 74% of children showed school performance being generally below expected, with greater difficulty in writing and within the average as for the time it takes to process the information. Conclusions: we conclude that 74% of children had lower academic performance assessments and that there was no relationship among such results with the rapid naming, as this is within the mean value and is a prerequisite for reading, and the participants in this study provide satisfactory reading skill. KEYWORDS: Child; Cochlear Implantation; Education Objetivo: avaliar e caracterizar o desempenho escolar de criancas com deficiencia auditiva usuarias de implante coclear, entre 9 e 12 anos, assim como, verificar o tempo que a crianca leva para acessar a informacao fonologica e confrontar estes resultados de acordo com o genero e serie dos participantes. Metodo: participaram deste estudo 32 criancas, de ambos os generos, frequentando da primeira a quinta series do ensino fundamental, regularmente matriculadas no Centro de Pesquisas Audiologicas do Hospital de Reabilitacao de Anomalias Craniofaciais, Universidade de Sao Paulo, na cidade de Bauru/SP. Os instrumentos utilizados foram o Teste de Desempenho Escolar (TDE) e o Teste de Nomeacao Automatica Rapida (RAN). Resultados: os resultados mostraram que 74% das criancas apresentaram desempenho escolar geral abaixo do esperado, com maior dificuldade na escrita e dentro da media para o tempo que levam ao processar a informacao. Conclusoes: concluiu-se que 74% das criancas apresentaram desempenho escolar inferior nas avaliacoes e que nao houve relacao entre estes resultados com a nomeacao rapida, ja que este esta dentro da media e e um pre-requisito para a leitura, e os participantes deste estudo apresentam habilidade satisfatoria para a leitura.
ISSN:1516-1846
DOI:10.1590/S1516-18462012005000059