Abstract

The speech perception skills of children who are deaf and who have received a cochlear implant tend to improve over time (Young, Grohne, Carrasco, & Brown, 1999). However, this improvement is not automatic. Consequently, children who use CIs benefit from intensive habilitation programs (Boothroyd, Geers, & Moog, 1991) and educational supports. When these children are included in integrated preschool classes, the teacher has special responsibilities to ensure that the environment supports the child’s social, communication, and equipment needs. Children with cochlear implants require intentional, purposeful modifications so they are able to realize their speech potential. This article discusses practical, auditory-verbal strategies teachers and peers can use to foster the best speech in these children in mainstream classrooms.