Cochlear Implant Program

Professional Preparation in Cochlear Implants (PPCI)

• Introduction
• Background
• Objectives
• Program design
• Course outlines
• Training partnership
• Training course schedule
• Admission to the Program
• Program fees and costs
• Additional information

Introduction

Professional Preparation in Cochlear Implants (PPCI) is an intensive program for professionals providing early intervention (0-5) and transition services for children with cochlear implants. It is specifically designed for teachers of deaf children, speech-language pathologists and educational audiologists with beginning-to-limited experience in providing (re)habilitation services to children with implants. Professionals who are currently in supervisory or leadership positions and who are responsible for making decisions regarding children who are 0-5 and present with hearing loss will also benefit from this program. Since building collaborative partnerships is one of the goals of PPCI, special consideration will be given to schools or agencies supporting the application of 2 team members in any one session. PPCI on-site course work is supplemented by rigorous advance study and long term follow-up culminating in a three-day summer meeting to fulfill requirements of the program. Nine graduate credits from Smith College, ASHA CEUs and or LSLS CE hours are awarded upon successful completion of all elements of PPCI.

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Background

Most hospital-based cochlear implant programs provide excellent medical and audiologic support to children with cochlear implants. However, educational personnel asked to provide the crucial post implant (re)habilitation to students with implants were often unprepared to do so. To address this need, the Educational Consultant Training Program (ECTP), previously housed at The Children's Hospital of Philadelphia, was developed. The ECTP prepared teachers of children with hearing loss to meet the needs of youngsters with implants in school settings. Based on the successes of ECTP, PPCI was created to expand the training outreach to include speech and hearing professionals so that collaborative continuing education would be available.

As more and more children with implants enter the educational system, it is imperative that there be knowledgeable professionals to assist them in maximizing the potential of their devices. While great strides have been made in the dissemination of information regarding implants and the (re)habilitation of those children using this technology, PPCI attempts to formalize that preparation through its innovation and intensive curriculum design.

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Objectives

At the conclusion of all phases of PPCI, participants should be able to:

• Identify local, state, regional and national resources available to professionals working with children with implants
• Demonstrate knowledge of cochlear implants and current technology
• Work effectively in a collaborative team of professionals providing (re)habilitation services to children with cochlear implants
• Apply discipline-specific listening and spoken language (re)habilitation strategies
• Implement a personal and professional strategic plan for change

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Program design

PPCI has four major components that are supported by an exciting new web platform for ongoing professional networking:

• Prerequisite learning through a web-based professional education center
• Thirteen days of intensive on-site learning
• Individual program of mentoring (6 hours of mentoring during 60 hours of skill application)
• Participation in a capstone experience

During the period of prerequisite learning, a series of comprehensive, independent study modules will be completed between the time of acceptance into the program and arrival at the on-site location for direct learning. Participants are required to demonstrate mastery of module content and successfully complete all required elements of the advance learning activities before arriving for the on-site component of the program.

Thirteen days of on-site learning will take place at one of three regional sites: Pennsylvania, Georgia or California. Each site will provide a hospital- and school-based component. Discussions, guided observation and case study review will facilitate learning in the following areas:

• The process of cochlear implantation and its technology
• Listening, spoken language and speech development
• Play, social and cognitive development
• Parent interaction, involvement and expectations
• Auditory and oral (re)habilitation
• Identifying materials and resources
• IFSP/IEP development
• Professional advocacy and program development
• Establishing collaborative relationships
• Becoming an agent of change

The PPCI mentoring component will meet the individual participant's goals and expectations. Each professional will be matched with a discipline-specific mentor. Together the participant and mentor will develop unique projects intended to assist the participant in achieving professional growth and development. Projects will be completed within a specified timeframe once the participant returns to the workplace. Projects may include enhancement of (re)habilitation or teaching skills through real-time supervision or assisting local professionals in developing new knowledge and skills through the development of presentations, hosting a workshop or organizing a conference.

Once yearly, participants from all PPCI sites will attend an extended weekend session for a capstone experience. This final requirement will provide an opportunity to extend networking through reporting on individual projects and sharing results of the personal and professional strategic plans for change.

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Training partnership

PPCI represents a multi-center collaboration to address both the medical and educational aspects of pediatric cochlear implantation. Each institution in the training brings special skills and expertise to the program.

Smith College has a long history of preparing educators with an emphasis on a listening and spoken language approach to the education of children with hearing loss. Each school partner provides access to a model of listening and spoken language communication in young children using implants. Pediatric cochlear implant center partners are centers of excellence where best practices can be observed.

PPCI Partners include:

• The Children's Hospital of Philadelphia in coordination with Clarke Auditory Oral Center, Bryn Mawr, PA
• Let Them Hear Foundation, East Palo Alto, CA in coordination with Jean Weingarten Peninsula Oral School for the Deaf, Redwood City, CA
• Atlanta Speech School in coordination with Children's Healthcare of Atlanta, Atlanta, GA

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Course outlines

Smith College

• Introduction to Cochlear Implants for Educational Consultants
• Educating Children with Cochlear Implants and Their Families
• Internship with Young Children Who Have Cochlear Implants (requires a 60 hour practicum commitment in or around participant's workplace)

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Training course schedule

On-site learning classes drive the scheduling of all components of the program. In general, instructional days run from 8:30 a.m. to 4:30 p.m. It is expected that participants will also engage in PPCI activities for three weekend days.

Session times, locations and deadlines for application as are follows:

The eight-week period of prerequisite learning begins as soon as candidates are notified of their acceptance and extends through on-site arrival.

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Admission to the Program

Successful candidates for PPCI will have three to five years of professional experience in their chosen field of study. Preference will be given to professionals:

• Currently working with young children (0-5) with cochlear implants.
• With a demonstrated commitment to the development of listening and spoken language skills for children with hearing loss.
• In supervisory positions with administrative decision-making.
• Demonstrating evidence of pursuit of knowledge and skills in pediatric cochlear implantation through attendance at workshops, conferences and other professional activities.

In addition to the candidate application, interested professionals should collect and send the following information/documentation:

• Curriculum vita or resume.
• An official undergraduate transcript .
• Two letters of professional recommendation.
  • One letter of recommendation must be from your immediate supervisor detailing the qualifications you possess that make you suited for this program, indicating supervisory commitment to support the implementation of your professional strategic plan for change and time off during onsite learning.
  • One letter from a colleague or associate identifying the personal and professionals strengths you can bring to the program.

Each PPCI class will contain 10 professionals. Applicants may indicate their preference for location of training but acceptance at another site may be offered in lieu of the first choice. Applicants who are not selected will be given the opportunity to be considered for acceptance in the next scheduled class without resubmission of documentation, but the candidate must indicate this in writing to the program director. Subsequent applications will need to be updated. An Admissions Committee with representatives from each partner site is responsible for selecting professionals for inclusion into the program.

PPCI adheres to the non-discrimination policies of both The Children's Hospital of Philadelphia and Smith College

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Program fees and costs

The majority of the program costs associated with PPCI will be generously covered by a training grant. This includes registration fees, lecture fees and associated costs for college credit and CEUs. Participants are encouraged to seek the support of their employer or other agency to defray the costs for which they will be responsible.

These include:

• Travel to and from on-site learning and the capstone experience.
• Room and board during the period of onsite learning and the capstone weekend ( at most locations double occupancy rooms will be set aside at local hotels; individuals wishing single accommodations may seek these on an "availability with additional cost basis").
• Local transportation from the residence to the hospital site and/or to the practicum site.
• Materials and other recommended resources.

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Additional information

Participants must arrange travel to the on-site learning experience so as to be ready to begin the session with a 10 a.m. welcome brunch on day one. Return travel should not be scheduled until after 4 p.m. on the final day of the program.

All participants are encouraged to bring a laptop computer, flash drive, and sufficient notebooks, binders and other supplies to facilitate the organization of learning. Attendance at all PPCI activities is required in order to complete the program with a high degree of professionalism. If this requirement conflicts with your own personal schedule, we ask that your refrain from making application. Exceptions will not be made.

If you have additional questions that have not been answered here, please contact Kristine Jackson, PPCI training coordinator at 267-426-5084 or via e-mail at ppci.jacksonk@gmail.com.

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