Network construction and development of educational support program for promote auditory information processing to children with cochlear implants under total communication school system

耳蜗植入儿童的沟通方式由植入前的手语模式向听觉模式转变，使其心理负担减轻。随着耳蜗植入听觉能力的提高，他们的交流方式从手语转向了听觉，他们的交流方式也转变为人与地的交流方式。因此，手语的使用影响着听觉交流的进展。提示人工耳蜗儿童的听觉信息加工不仅需要语音加工，还需要意义加工。这些教育和康复活动需要通过机构和学校之间的支持网络来促进个别植入人工耳蜗的儿童。我们计划构建教育支持网络。这个网络需要系统的协作，共享信息，明确工作，设定共同目标，分担责任，相互积极依赖。

Psychological burden of children with cochlear implants have become lighter if their communication mode softly shift from sign-mode before implanted to auditory-mode. As auditory ability grew up through using cochlear implants, their communication mode shifted from sign to auditory one, and they changed communication mode to person and place. Therefore, use of sign is affected to auditory communication progress. It is suggested that auditory information processing to cochlear implanted children has to be intentionally develop not only phonological processing but also meaning processing.These educational and rehabilitative activity needs to promote by support network among institutes and schools for the individual cochlear implanted child. We plan to construct the educational support network. This network needs systematical collaboration to share information, clear works, set common aim and share responsibility, and depend actively each other.