Educational inclusion of people with cochlear implants: case studies and proposal for action for early childhood

The article focuses on analyzing how is the educational care of students with hearing disabilities, specifically, those who use the technical assistance of the Cochlear Implant (CI) in the ordinary non-university centers they attend. For the development of this research, a sample of 5 participants who regularly attend cochlear implant associations in the Autonomous Community of Castilla-La Mancha has been used. As information collection instruments, individual interviews have been used, developed with their families and professionals from these associations, to find out what the educational intervention is like in each of the contexts that surround them, with the following dimensions of analysis: personal, family, educational and social (associative aspect). The information collected has been organized in tables following different DAFO matrices delimiting between that information obtained from families or associations. The results have verified the importance of family participation as a mediator between educational centers and the association, and the necessary involvement of the latter as a means of support and training for both the family and the school environment. Based on this, activities have been designed for the training of teachers who attend these students with a view to facilitating their empowerment for an educational response that is as effective as possible, as well as activities aimed at students in the Early Childhood Education stage. The contexts that surround students with CI must work in a coordinated and multidisciplinary way, which will condition the educational progress of students with CI, including their stimulation and progress in their teaching-learning process.