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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Preparing Teachers to Meet the Needs of Children Who Have Cochlear Implants

Marjorie L. Harrington

Southwest Missouri State University graduate assistants Melissa Speer and Jill Aimone.

Ann R. Powers

Southwest Missouri State University graduate assistants Melissa Speer and Jill Aimone.

It is the responsibility of teacher educators to provide current information in response to changes in technology. The success and availability of cochlear implants in recent years has created a need for teachers of students who are deaf to obtain the knowledge and skills in preparation programs to successfully work with children who have these assistive devices. The directors/chairs or coordinators of the 70 teacher preparation programs for teachers who serve children who are deaf or hard of hearing in the United States were surveyed to discover what information is provided to preservice teachers about cochlear implants and the subsequent implications for intervention. Information pertaining to demographics, knowledge, skills and materials was obtained. The respondents to the survey provided information indicating that teacher preparation programs for teachers of children who are deaf and hard of hearing are at various stages of development with regard to including knowledge and skills appropriate for working with children who have cochlear implants or for collaborating with general education teachers and other professionals who are involved in working with children who have implants. Suggestions for future research are presented in addition to modifications and enhancements to existing teacher preparation programs for teachers of children who are deaf or hard of hearing.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 27, No. 4, 360-372 (2004)
DOI: 10.1177/088840640402700404
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