Educational and social empowerment interventions for people with cochlear implants

Introduction: Subsumed to the numerous conditions that can weigh on human development, the paper highlights the essential role played by both the family and society in promoting the school and social inclusion of people with hearing-verbal impairments. In the reference, the knowledge of the aspects related to the educational and social empowerment interventions of people with cochlear implants can contribute to the development of public and social policies by allocating the necessary resources to support the needs of this category of populations, respectively to maximize the chances of integration into society. Objectives: The purpose of the research is to evaluate the impact of educational and social empowerment interventions on people with cochlear implants, with a focus on the development of communication skills, social integration and educational success, in order to identify and recommend effective strategies to improve services for this category of populations. Hypotheses: In formulating the hypotheses, we brought into discussion the role of early intervention in maximizing the chances of social and educational integration of the cochlear implanted hearing-impaired person. At the same time, we analyzed the impact that the cochlear implant has on the quality of life of the beneficiaries, respectively the support of the family in the process of auditory-verbal habilitation. Methodology: As part of the scientific research activity, we conducted a "Questionnaire for parents of children with cochlear implants", which was applied online, through the "Google Forms" application, to 52 people. The analysis and interpretation of the results were performed using the IBM Statistics SPSS application. Results: The objectives of the research have been achieved and the hypotheses formulated have been confirmed, early intervention can have a major impact on the quality of life of cochlear implant recipients. Discussions: Regardless of the existing resources at the level of society, maximizing the chances of educational and social integration of cochlear implant recipients cannot be achieved in the absence of family support. Conclusions: In order to eliminate the barriers that may arise in providing quality educational-compensatory services, it is necessary that, in support of the effort made by the state to ensure the integration, respectively the educational and social inclusion of the child with cochlear implant, parents play an active role in informing the school environment in order to make teachers and students in the classroom aware of the role that each of us has in the empowerment process auditory-verbal of a colleague or friend with hearing impairment.