Module 1 – Anatomy and Physiology of the Ear and Hearing

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Module 2 – Etiopathology of Hearing Loss and Deafness

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Module 3 – Treatment of Hearing Loss

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Module 4 – Hearing and Brain – Neurosciences input and evidence

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Module 5 – Fundamentals in Speech Acoustics

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Module 6 – Clinical Instrumentation to Explore Auditory Function

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Module 7 – Actual Rehabilitation Possibilities for Children with Hearing Aids/Cochlear Implants and Their families

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Module 8 – Family Centered Intervention

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Module 9 – Intervention Models and Framework in Speech and Language Therapy

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Module 10 – Cognitive skills and social communication

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Module 11 – Learning Language and communication by Playing

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Module 12 – Learning Language with Music, Singing and Sharing Books

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Module 13 – Transition to School

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More Practical Studies: Case Studies

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This is a section addressed to the trainees of the VOICE e-training course, where you can get in contact with your peers and trainers, and you can express your opinions or share experiences or raise questions concerning the rehabilitation of children with cochlear implants.

Your trainers raised some reflection questions. Share your opinion!

What are the elements involved in normal sound perception?
How is sound transformed from sound wave to neural input?
Due to the risk of hearing loss after radiation therapy for head and neck tumours, do you think that this should be taken into account when performing radiation therapy?
How can we prevent hearing loss?
How can we convince parents of the necessity of the early treatment?
What role has attention in general and specifically when listening?
What is the role of auditory feedback in children with a CI?
What are the three most important multidimensional planes in the PRIMIR framework, and why are they important?
What different communication approaches do you know?
What are the basic principles of auditory (re)habilitation?
How does one learn to listen and develop spoken language skills?
What role should the professional play in order to ensure family involvement in therapy?
How do children with a CI come to the complex process language development and how do they develop social interaction skills?
Which are some of the practical activities that parents can engage in to enhance their children’s social skills?
Mention two different challenges (and the related solutions) teachers might face when working with students with cochlear implants.

2 Comments on “VOICE E-Training Course (English)”

  1. Challenges faced by teachers when working with students with cochlear implants can arise from communication and classroom management issues.
    Limited Auditory Access: Some students with cochlear implants may still have difficulty understanding speech in noisy environments or understanding certain accents or speech patterns.
    Social Isolation: Students with cochlear implants might sometimes feel socially isolated due to communication barriers or feeling different from their peers.

  2. admin

    Convincing parents of the necessity of early treatment for children with cochlear implants involves a combination of providing accurate information, addressing their concerns, and emphasizing the potential benefits for their child’s development and future well-being. Here are some steps to help you effectively communicate the importance of early treatment:

    Education on Hearing Development: Start by educating parents about the critical period for language and speech development in young children. Explain that the earlier a child receives a cochlear implant, the better their chances of developing age-appropriate language skills.

    Clarify Misconceptions: Address any misconceptions or myths about cochlear implants. Some parents might be hesitant due to misinformation or fears about the procedure. Be prepared to answer their questions and provide reliable sources of information.

    Discuss Long-Term Outcomes: Present data and research on the positive outcomes of early cochlear implantation. Explain how early intervention can significantly improve speech perception, language skills, and overall cognitive development.

    Personal Stories and Testimonials: Share success stories of other children who received cochlear implants at an early age. Hearing about the progress and achievements of other children can be inspiring and reassuring for parents.

    Involve Experts and Audiologists: Encourage parents to speak with experienced audiologists and specialists. Let the professionals explain the process, potential outcomes, and address any concerns the parents might have.

    Emphasize Brain Plasticity: Explain the concept of brain plasticity, which means the brain’s ability to adapt and reorganize itself. Emphasize that young brains are particularly adept at adapting to new auditory input, making early intervention crucial for optimal results.

    Address Emotional Concerns: Acknowledge that the decision to get a cochlear implant can be emotional for parents. Offer support and understanding while providing information to help them make an informed choice.

    Provide Support Networks: Connect parents with support groups or other families who have gone through the process of cochlear implantation. Peer support can be invaluable in helping parents cope with the journey ahead.

    Highlight the Window of Opportunity: Emphasize that the earlier a child receives a cochlear implant, the more likely they are to benefit from the technology and achieve age-appropriate language milestones.

    Involve Parents in the Process: Encourage parents to actively participate in the treatment plan and therapy sessions. When they feel included and informed, they are more likely to be committed to the process.

    Remember that every family is unique, and their concerns may vary. Tailor your approach to address their specific needs and provide ongoing support throughout the decision-making process.

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