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Receptive language skills of profoundly hearing-impaired children with cochlear implants

Children develop concepts through their perceptual sensorimotor and social experience (Patricia, 1982; Blamey et al., 1996; Truy, 1998). As hearing-impaired children are different from hearing children in the way of learning language, young children with profound hearing loss and other handicaps seem to have not only hearing problems but other problems in their mentality or psychology. Their language acquirement is more difficult than that of children with a hearing problem only. So handicapped children need special education prior to habilitation of auditory performance. This study evaluated the perceptive language skill of profound hearing-impaired children only and hearing impaired children with other handicaps who received cochlear implantation.