Learning to listen: cochlear implant children in a preschool setting
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AbstractThe intent of this qualitative study is to describe and reflect upon the lived experience of three profoundly deaf young children; each using a cochlear implant system, who are enrolled in an inclusive early childhood program. Using the paradigm of hermeneutic phenomenology, this study seeks to shed light upon the role of listening; the role of teaching, the role of comfort and care in a particular setting with these three particular children. It is a study of how these children interacted within the setting. It explores practices which, in this situation, required adjustment as well as those practices which brought empowerment. It explores aspects of historical issues which still impinge upon deaf children using a cochlear implant system. It is a study of a situation which can never be fully repeated, but can be captured to some extent through careful reflection.
Bibliography: p. 193-195