OBJECTIVE: We aimed to explore the educational outcome and influencing factors of ongoing verbal rehabilitation training together with inclusive education among prelingually deaf children with a cochlear implant.
METHODS: Prelingually deaf children who underwent cochlear implantation, rehabilitation, and had inclusive education placement were randomly divided into two groups: one group received continuous verbal rehabilitation training under inclusive education status; the other group did not receive this training. Speech discrimination scores were determined.
RESULTS: Among 60 included children, subjectively perceived academic adaptability, peer relations, initiative communication, and teacher\'s involvement under inclusive education, as well as speech discrimination scores, were all significantly different between groups. Continuous verbal rehabilitation training influenced the subjective perception of children and resulted in higher speech discrimination scores and more positive subjective perception. Subjective perception was not significantly correlated with chronological age, sex, age at the time of cochlear implantation, or duration of inclusive education.
CONCLUSIONS: Ongoing verbal rehabilitation training within inclusive education can largely improve the education placement outcomes of prelingually deaf children with cochlear implants.

In low-level perceptual tasks and reading tasks, deaf individuals show a redistribution of spatial visual attention toward the parafoveal and peripheral visual fields. In the present study, the experiment adopted the modified flanker paradigm and utilized a lexical decision task to investigate how these unique visual skills may influence foveal lexical access in deaf individuals. It was predicted that irrelevant linguistic stimuli presented in parafoveal vision, during a lexical decision task, would produce a larger interference effect for deaf college student readers if the stimuli acted as distractors during the task. The results showed there was a larger interference effect in deaf college student readers compared to the interference effect observed in participants with typical levels of hearing. Furthermore, deaf college student readers with low-skilled reading levels showed a larger interference effect than those with high-skilled reading levels. The current study demonstrates that the redistribution of spatial visual attention toward the parafoveal visual regions in deaf students impacts foveal lexical processing, and this effect is modulated by reading skill. The findings are discussed in relation to the potential effect that enhanced parafoveal attention may have on everyday reading for deaf individuals.

OBJECTIVE: Hearing loss in children may be due to a wide variety of pathologies. Recently, use of otoacoustic emission technology has led to identification of auditory neuropathy as a distinct hearing disorder. Children with auditory neuropathy require audiological and educational management that may differ from that required by other hearing impaired students. For this reason, screening for auditory neuropathy may be appropriate for children attending schools for the hearing impaired. The study investigated the utility of using otoacoustic emission measures for school screening of hearing impaired children.
METHODS: In this study, 81 children aged 6-12 years who attended one school for the deaf were screened for indications of auditory neuropathy. Children found to have consistent otoacoustic emissions were given a full diagnostic audiological test battery.
RESULTS: Two children had transient otoacoustic emission results indicating normal outer hair cell function in one or both ears. A follow-up diagnostic assessment for the two positive cases was strongly suggestive of auditory neuropathy.
CONCLUSIONS: There is a need for routine auditory neuropathy screening at schools for hearing impaired children.