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ST. MARY'S SCHOOL FOR THE DEAF

ST. MARY'S SCHOOL FOR THE DEAF. COCHLEAR IMPLANT PROGRAM. Introduction. Over view of the program at SMSD, Past and Present Developed by Veronica Ann Astrello, M.S., NYS Lic. SLP Kathleen M. Wilson-Ward, Au.D Audiologist. Topics of Discussion. Historical perspective

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ST. MARY'S SCHOOL FOR THE DEAF

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  1. ST. MARY'S SCHOOL FOR THE DEAF COCHLEAR IMPLANT PROGRAM

  2. Introduction • Over view of the program at SMSD, Past and Present • Developed by • Veronica Ann Astrello, M.S., NYS Lic. SLP • Kathleen M. Wilson-Ward, Au.D Audiologist

  3. Topics of Discussion • Historical perspective • Program Components: • Candidacy Protocol • Pre-Implant Therapy • CI Therapeutics • Mainstreaming • Vision

  4. HISTORICAL PERSPECTIVE • 1980 Pre FDA approval • First two congenitally deaf children in the USA implanted at House Institute were SMSD students • SMSD/local deaf community issued public statement denouncing Cochlear Implants • Regardless of this school policy, speech/language therapeutic services continued supported by House Institute personnel

  5. HISTORICAL PERSPECTIVE cont. • 1989 FDA approval • Several students were implanted at research sites and CI surgery became available in Buffalo, NY • SMSD began a fragmented CI program including audiological and therapeutic services fostered by a small group of professional staff committed to state-of-the-art programming with a strong parental component

  6. HISTORICAL PERSPECTIVE cont. • 1999 to present • Formal program publicly sanctioned by SMSD administration • CI surgery available locally • Buffalo area CI collaborative group takes form

  7. PROGRAM COMPONENTS • CANDIDACY PROTOCOL • In-house protocol for tracking students from site evaluation through surgery • Staffing with surgeon and CI site personnel • Parent decision • Meeting with parents and school based CI Team with informational packet provided • Provide support on day of surgery and initial stimulation

  8. PRE-IMPLANT THERAPY • Document phonetic, vocal, intonational and overall communicative levels • Train basic breathing strategies • Condition for acoustic hoop use and cuing for listening strategies • Familiarization with surgical procedure and device components • Establish system for ongoing parental contact

  9. CI THERAPEUTICS • Individual sessions • 30/40 minutes daily • Supported by Auditory Skills therapy as indicated • Coordination with classroom personnel • SPICE program used as therapeutic guideline/AVT techniques

  10. CI THERAPEUTIC TEAM • Therapeutic Team includes audiologist, speech-language pathologist/therapist, auditory skills therapist • NECCI trained • AVT training in process • Administrative commitment to ongoing staff development • CI Team commitment to ongoing in-servicing of SMSD staff

  11. MAINSTREAMING • Placement viewed from an auditory enrichment perspective • Initially, non-content based placement • Philosophy precludes interpreter services • In-services to mainstream placement personnel

  12. VISION • Address issues of program environment within the school structure • Development of a universal preschool • Testing modifications • On-site MAPing • Enhanced parent education to accommodate different educational and life skills perspectives

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