Investigation of effective factors on benefiting from post-implant rehabilitation in patients with cochlear implants

The cochlear implant (KI), also known as the bionic ear, which is widely applied to individuals with severe and profound hearing loss, especially to babies diagnosed with congenital hearing loss, started in the mid-1950s and was first used in clinics in the 1960s. It was made in the 's. It started in Anadolu University Medicosocial Hospital for the first time in our country in 1987. The ear, the organ responsible for our hearing, hears sounds up to 20-20,000 Hz. Congenital or acquired diseases etc. Hearing aids cannot help in severe and very severe hearing loss caused by other reasons. Individuals with severe and severe hearing loss cannot hear or make sense of almost any sound. For this reason, they cannot benefit from hearing aids that provide the advancement and amplification of the sound. In this sense, the cochlear implant converts sound energy into electrical energy. They enable the person to hear by stimulating the auditory nerve directly in the inner ear. Cochlear implant selection and post-implant training are important for the future life of individuals, especially for individuals with congenital hearing loss or severe and profound hearing loss that occurs in early childhood (ECD). This training involves training the brain to understand the sounds it hears from the cochlear implant. Postoperative speech and daily environmental sounds are different for the patient. The brain needs some time and training to understand what these sounds mean. In this study, the effects of cochlear implantation and post-cochlear implantation applied to individuals with congenital or later severe hearing loss on the individual's benefit in education were examined. It has been shown that the individual's benefit from the education he received during this education period and that he gains all other skills, including language skills, at the same level as his peers with normal hearing and other development, depend on many factors. Among these factors, the individual; age at diagnosis, cochlear implant age, acquired language age, implant brand model used, parents' approach and rehabilitation training period. Among these factors, unilateral or bilateral implantation of individuals, biological age, implant brand-model, presence of cochlear anomia and bilanguallite factors were taken into consideration. Based on the v collected data, children who had cochlear implant surgery before 24 months of age and received intensive therapy compared to their peers who were implanted at an older age; It is observed that they are better in hearing, voice and interpretation and speaking skills. In other words, it is seen that individuals diagnosed and implanted early, with non-congenital severe-to-very severe hearing loss or early implanted individuals with congenital total-severe hearing loss have achieved the language, developmental and cognitive level of their peer groups compared to other late implanted individuals. Considering that the age of receptive and expressive language development is 4 years and earlier, the fact that individuals with implant age 4 years and older reach the peer level mentioned, emphasizes the importance of the family's attitude, approach and continuity in rehabilitation education. Considering all these factors, the individual's academic success, auditory success, and cognitive development as well as social skills were evaluated accordingly