Great expectations: Perspectives of cochlear implantation of deaf children in Norway

This paper describes the impact of the use of cochlear implants with deaf children in Norway over the last 20 years and examines how this intervention has raised new expectations and some tensions concerning the future of education for deaf students. The paper reports on two national studies of communication within school learning environments and the educational experiences of young children with implants in Norwegian preschools and primary/elementary schools. These studies involved observations of classroom discourse and teaching activity and interviews with teachers, administrators, parents and pupils. Results suggested that there was a variety of patterns of use of Norwegian and of Norwegian Sign Language and several modes of communication including speech alone, sign alone and speech with sign. These varied according to local interpretations of national legislation for deaf children in district schools and programs for the deaf, the nature of the school placements, the use of available resources and teacher judgements about the needs of the children with a CI in specific classroom activities. Conclusions are drawn in relation to the future impact of cochlear implantation on the educational policies and services for deaf children and their families in Norway. 3 Great expectations: Perspectives of cochlear implantation of deaf children in Norway People were overwhelmed with amazement. "He has done everything well," they said. "He even makes the deaf hear and the mute speak." Mark 7:37.