Cultural constructs that impede discussions about variability in speech-based educational models for deaf children with cochlear implants

Resumo

This paper identifies and discusses substancial variability in the product ofcochlear implantation and in the outcomes of its requisite speech-based method ofeducacion. Current practices appear to be producing a population with great variation in hearing ability and in functional spoken language use - one that is not unlike the historical non-implanted populacion. It is proposed that many ofthe conclusions that support the application of speech-based treatments for implanted children rest on philosophical principIes that are supported by fallacious argumentation - that they resemble systems of helief and praetice that encourage the denial of observable facts. To the extent that such variability in the community is demonstrated, it is inappropriate to offer only one educacional and linguistic option, especially when it cannot be shown that that option has been successful for a substantial proportion ofthe children. The paper ends with a call for the opponents in the classical debate
on speech based vs. sign language-based methodologies to defuse their polar philosophical positions and begin a discussion of ways to provide the greatest leveis of literacy and social competency for the largest number ofdeafchildren.