Cochlear Argumentative Analysis

Language is a fundamental part of being a human being. It can be seen as a computational system that brings about a transformation between both thoughts and an acoustical signal. Language enables us to make social connections with others, to organize, manage, evaluate our experiences, and to influence and inform. Therefore, language abilities are important not only for key developmental accomplishments but also in terms of their implications for and connections with other aspects of development that are necessary in life. Children that suffer from a hearing-impairment, present problems related to speech and language development and are negatively impacted resulting in sensory, cognitive, social-emotional, and academic deficits that prolong

2010; Tobey et al. 2011). For example, children who receive early intervention before eighteen months of age exhibit language performance scores within one standard deviation of normal hearing individuals. Meanwhile, children who receive cochlear implants during later years of life exhibit larger gaps between hearing age and chronological age (Niparko et al. 2010; Tobey et al. 2011). Therefore, cochlear implants allow children with hearing-impairments to develop important skills that are required for everyday life such as phonological awareness, comprehension skills, and oral-language skills. Ultimately, cochlear implants in hearing-impaired children have proven to be effective and successful by yielding positive results in language

For instance, hearing-impaired children have lower social, academic, and educational success compared to normal hearing peers. However, hearing-impaired children do have the opportunity and ability to develop speech, language, and social skills relative to typical-developing peers. Yet, parental involvement plays a key role for these children and the ability for improvement in these aspects of their lives. Mothers, fathers, or caregivers are the fundamental advocates for the hearing-impaired child and are the main persons accountable for what early interventions and technologies are incorporated in the child’s individualized program to guarantee the development of language. For example, parents are directly involved with a child’s ability to start early intervention such as taking the child to audiology appointments. When parents are not actively involved during this process, confirmatory diagnoses are often delayed because parents do not attend the audiology appointments on time (Harris, 2015). Therefore, early interventions are delayed and implementations of technologies, support programs, and other beneficial resources for the child and family are delayed as well. Another way that parental involvement is crucial for the child includes what is