A survey of New Jersey school psychologists' knowledge of cochlear implanted children
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Dworkin, Chelsey Page.
A survey of New Jersey school psychologists' knowledge of cochlear implanted children. Retrieved from
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TitleA survey of New Jersey school psychologists' knowledge of cochlear implanted children
Date Created2014
Other Date2014-05 (degree)
Extentxiii, 110 p. : ill.
DescriptionCochlear implantation provides children with severe to profound sensorineural hearing loss the ability to achieve age-appropriate speech, language, and communication levels, and improved reading ability and literacy rates. With comprehensive habilitation services post-implementation, children with cochlear implants (CIs) have the opportunity to participate in inclusive educational programs. School psychologists (SPs) have an essential role in providing services and supports, and managing the educational needs of children with CIs in schools. In this study, a survey was conducted targeting SPs in New Jersey public schools to assess their knowledge and experience in working with children with CIs. Participants assessed a variety of areas relevant to the field including: background knowledge, classification and support services, programming, assessments, social emotional functioning, related services, and parent support. SPs also evaluated whether their school/district provided the necessary services and supports to assist children with CIs and their families sufficiently. The survey also queried possible challenges to the provision of services and desired resources to better service this population in public school settings. An electronic survey was created by the dissertation committee and emailed to all SPs in New Jersey public schools in order to receive a representative sample of the state. Contact information was gathered through Internet searches and telephone calls. An entire database of 1,777 SPs were emailed to participate in the study, with 490 respondents (27.57%). Data were analyzed using descriptive statistics. Survey questions had varying numbers of useable responses, requiring individual item analysis. Responses to open-ended questions were reviewed individually and categorized in order to determine common themes. The various categorical findings indicate that SPs in New Jersey public schools have limited knowledge, skills, and awareness regarding children with CIs; however, public schools/districts in New Jersey are integrating and servicing children with CIs moderately well. Many SPs indicate the use of a needs-based and individualized approach when working with children with CIs, and the desire to receive more training and information regarding this population. The study’s practical implications, limitations, and future directions for research are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Chelsey Page Dworkin
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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