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Further Learning Modules

Children Know More than You Think: How Counting Represents What Children Must Learn

Dr. Barbara Sarnecka, Assistant Professor of Cognitive Sciences at the University of California, Irvine, studies the relationship between young children’s number word knowledge and how it predicts their performance on a numerical task without number words, i.e. What is the early meaning of counting “one”, “two,” and “three”? She has discovered that many children answer the question "how many" with the last word used in counting, despite not understanding how counting works. 
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HOPE is Cochlear’s (re)habilitation resources and includes a library of free online lectures on a wide variety of topics related to hearing. 

Course #5843

Mainstreaming Issues for Children with Cochlear Implants (HOPE)

This course introduces critical issues to consider when determining a mainstream classroom placement for a child with a cochlear implant. Readiness factors for the child, the family, and the school will be discussed, and particular challenges to a child’s success in the classroom will be described. Case examples will underscore the importance of continued monitoring of a child’s performance in the mainstream classroom to aid in future decision making.

Course #18170

Listening and Spoken Language Specialist Strategies in the Classroom (Professionals)

This presentation identifies some of the issues involved in encouraging the development of auditory skills in classroom settings. A closer look at instructional time, classroom grouping, and curricular demands will set the stage for practical suggestions for maximizing a child's opportunity to use a cochlear implant for auditory learning. Listening and Spoken Language (LSL) strategies will be reviewed in the context of utilizing them for teaching content.