植入人工耳蜗的小学生学校生活与治疗支持需求分析

文献信息

中文摘要

背景与目的： 尽管人工耳蜗（CI）能带来显著益处，但先天性听力损失（HL）儿童往往需要额外的教育支持。本研究旨在明确植入CI的小学生的具体支持需求。
对象与方法： 26名接受CI的先天性HL小学生参与了本研究。数据通过面对面问卷调查收集，问卷包含四个部分：一般信息、学习支持需求、治疗支持需求和学校生活支持需求。采用描述性统计进行数据分析。
结果： 在学习支持领域，植入CI的儿童对英语方面的帮助需求最大，尤其是在听讲座和参加考试方面。在治疗支持方面，大多数受访者倾向于每周两次言语-语言治疗，每次持续40分钟。职业教育的重视程度很高，92.3%的参与者表示愿意参与。在学校生活支持方面，80%的儿童需要学生咨询，60%需要家庭咨询。几乎所有受访者都赞成对普通学生（96%）和教师（100%）开展听力障碍教育。在单侧与双侧CI组之间，所有领域均未观察到显著差异（p>0.05）。
结论： 尽管CI能恢复儿童的听力，但全面的支持至关重要。针对每个儿童独特需求的定制化教育干预十分关键。有必要进一步研究，以探索学生升入高等教育或进入职场后的长期结局。

英文摘要

BACKGROUND AND OBJECTIVES: Although cochlear implants (CIs) provide substantial benefits, children with congenital hearing loss (HL) often require additional educational support. This study aimed to identify the specific support needs of elementary school students with CIs.
SUBJECTS AND METHODS: Twenty-six elementary school children with congenital HL who received CIs participated in this study. Data were collected through face-to-face surveys using a questionnaire comprising four sections: general information, learning support needs, treatment support needs, and school life support needs. Descriptive statistics were used for data analysis.
RESULTS: In the learning support domain, children with CIs exhibited the greatest need for assistance in English, particularly in listening to lectures and taking examinations. Regarding treatment support, most respondents preferred speech-language therapy twice a week, with each session lasting 40 minutes. Career education was highly valued, with 92.3% of participants expressing willingness to engage in it. In terms of school life support, 80% of children required student counseling, and 60% needed family counseling. Nearly all respondents endorsed hearing-impairment education for both general students (96%) and teachers (100%). No significant differences were observed between the unilateral and bilateral CI groups across all domains (p>0.05).
CONCLUSIONS: Although CIs restore hearing in children, comprehensive support is essential. Tailored educational interventions that address each child's unique needs are critical. Further research is warranted to explore long-term outcomes as students transition to higher education or the workforce.