Factors influencing grade 1 school placement and subsequent changes in school placement of learners with cochlear implants

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dc.contributor.advisorTuomi, S. K.en_ZA
dc.contributor.advisorMuller, A. M. U.en_ZA
dc.contributor.authorBardien, Faezaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Health Sciences. Dept. of Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy.
dc.date.accessioned2008-11-27T07:32:06Zen_ZA
dc.date.accessioned2010-06-01T08:44:07Z
dc.date.available2008-11-27T07:32:06Zen_ZA
dc.date.available2010-06-01T08:44:07Z
dc.date.issued2008-12en_ZA
dc.descriptionThesis (MAud (Interdisciplinary Health Sciences. Speech-Language and Hearing Therapy)--Stellenbosch University, 2008.en_ZA
dc.description.abstractOver the past decade an increasing number of learners with cochlear implants have been placed in mainstream settings in South Africa (Müller & Wagenfeld, 2003). The aim of the present study was to describe possible factors that influence the initial grade 1 school placement as well as subsequent changes in placement of learners with cochlear implants. Data collection consisted of a retrospective record review of the children implanted at the Tygerberg Hospital-University of Stellenbosch Cochlear Implant Unit and a questionnaire aimed at assessing parental perceptions regarding the basis of grade 1 school placement for their children. The record review incorporated children implanted in 1988, the year of inception of the unit and included the most recently implanted children who have already started grade 1. Results of the 47 participants indicated that multiple factors influenced the selection of grade 1 school placement. Recommendations by professionals and parental preference were the most important determinants in the selection process. The mainstreamed learners were implanted at a much younger age than the learners placed in special school settings and therefore had a longer duration of implant use at the start of grade 1. Subsequent to grade 1 placement, the number of learners in mainstream placement, increased from 55% to 70%. The aspects identified in the study could be utilised when counselling parents during the school placement decision making process. Long term monitoring of the academic achievement of these learners needs to be an aim of future research.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2240
dc.language.isoenen_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectCochlear implantsen_ZA
dc.subjectSchool placementen_ZA
dc.subjectGrade 1 learnersen_ZA
dc.subjectSpecial schoolsen_ZA
dc.subjectHearing impaired children -- Educationen
dc.subjectMainstreaming in educationen
dc.subjectSpecial educationen
dc.subjectDissertations -- Medicineen
dc.subjectTheses -- Medicineen
dc.titleFactors influencing grade 1 school placement and subsequent changes in school placement of learners with cochlear implantsen_ZA
dc.typeThesisen_ZA
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