This research is being carried out to evaluate and present the advantages and disadvantages of the thinking behind the deaf community’s perception of the social model, rehabilitation model and the medical model aspects of cochlear implants…
Extract of sample Cochlear Implants and the Culture of Deafness
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This paper will examine whether the introduction of the neonatal hearing screening program has changed how the deaf community thinks about cochlear implants and further highlights the role the deaf community and cochlear implants advocates. A social model of deafness is part of disability that is linked to arising from the disabled people themselves, friends, family members, associated political and social networks. One aspect that discourages the understanding of an impaired condition by the promoter of cochlear implants is lack of impression. The Deaf Community insists that arguments concerning the deaf be made from the perspective of the deaf party and not his parents or the society. There are individuals in the society who do not understand the use of cochlear implants on the hearing impaired. In this case, they tend to assume the use without exactly knowing what they are meant for. Such insinuations obvious in the society neglect the deaf person’s opinion. While the technology may be useful in trying to boost a person’s self-esteem it is only convenient as aiding device and not as a curative one. Children’s deafness persists on a bionic ear, while their hearing is still impaired. This defeats the relevance of the hearing aid. To assert further on needlessness of the bionic ear, cochlear implants cannot aid in improving a person’s cognitive or their language skills. Users of cochlear implants will, therefore, be still dependent on other persons who do not have hearing impairment issues in their day to day lives. The deaf persons will require translation and adaptive learning process in order to fit in the social structure of the hearing population. Deaf persons and other individuals with hearing ‘problems’ go-ahead to form their own structures of social interaction that enhances their own method of communication. Such groups may include those of persons with cochlear implants.
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Self-reported emotional and social feelings such as sense of coherence and loneliness were compared to rated speech intelligibility assessed by child’s peers. Children enrolled in general elementary schools were included in the study; they were recruited by Tel-Aviv which is a non-profit organization, serving school-age children with hearing loss.
On the other hand, some deaf people feel cochlear implants are politically instigated to end the flourishing deaf culture. They believe that being deaf and staying deaf is a way of accepting the condition. At the same time, the majority of the deaf do not support cochlear implants in children.
The implant consists of two portions. One part of the device sits behind the human ear while the second part is implanted under the skin. The device does not amplify the sound but stimulates any working auditory nerves (NIDCD, 2007).
A Cochlear implant has four basic parts: a microphone, a speech processor, a transmitter and receiver/stimulator, and electrodes, which collect the impulses from the stimulator and send them to the brain. Constant endeavors towards improvement are made and implemented. It has to be stated clearly that the implant is only a prosthetic substitute.
People suffering from hearing loss are not able to communicate with others effectively. They cannot be served well when they are in need as the society would not even understand what they are saying. As that is not enough, deaf people are discriminated against by the general society.
The auditory nerves receive direct stimulation as the hair cells that do receive a motion effect to facilitate hearing are bypassed. The implantation simply acts to increase the hearing effect rather than curing the deafness
A monk in Benedict developed various methods to teach people with hearing impairment the art of speaking. During same time, an Italian physician, G. Cardano taught his deaf son to communicate successfully with
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