The Economics of Cochlear Implants and Deafness?

jag said:
but have any of us post lingals ever expericenced normal hearing? I'm not so sure I ever had excellent speech perception even as a young child. So I have no recollection of ever being able to hear pretty much everything, really one who has a mild/mod hearing loss misses much, just as aiding a severe hearing loss to the mild/mod range still causes stresses because of what is missed. So I to have no idea what hearing normally really is. So a CI to me is quite normal.
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So that would make u pre lingual if u never had normal hearing, wouldnt it?

From my understanding postlinguals were born hearing and lost their hearing after acquiring language. Anyone correct me if I am wrong. Thanks
 
shel90 said:
So that would make u pre lingual if u never had normal hearing, wouldnt it?

From my understanding postlinguals were born hearing and lost their hearing after acquiring language. Anyone correct me if I am wrong. Thanks
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You are correct.
 
rick48 said:
That is very similar to my daughter's sitiuation, in college she has no accomodations in her art classes and most other courses but was offered the choice of a note taker or c-print for certain lecture based courses. After having the experience of getting lousy notes she now choses the c-print. Unlike you she is primarily an auditory learner, not visual however my hearing daughter is primarily a visual learner and not auditorily!
Rick
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That's of interest and thanks for sharing; I had assumed that those who are audiory learners would have an easier time with lectures. Your input is much appricated.

I will have look into c-print instead of note takers. Getting them can be a dicey thing. I have not forgotten the time I got some Chinese guy who barely knew any English for one of my classes.
 
deafskeptic said:
That's of interest and thanks for sharing; I had assumed that those who are audiory learners would have an easier time with lectures. Your input is much appricated.

I will have look into c-print instead of note takers. Getting them can be a dicey thing. I have not forgotten the time I got some Chinese guy who barely knew any English for one of my classes.
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That is unacceptable. Did the disability services office inform you of your right to file a grievance?
 
Okay thanks for explaining. What would be the difference between CART and C print, since I originally thought CART was the same? One is printed and the other is just on a LED screen?
 
jillio said:
That is unacceptable. Did the disability services office inform you of your right to file a grievance?
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I complained about it and they changed the note taking system as a result. No, I don't think they informed me about it.
 
jillio said:
Same as CART. Only in paper form.
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CPrint is similar to Typewell, and both of those are *very* different from CART. Nothing to do with paper, either - all of these systems are computer-based.
 
R2D2 said:
Okay thanks for explaining. What would be the difference between CART and C print, since I originally thought CART was the same? One is printed and the other is just on a LED screen?
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Yeppers.
 
ismi said:
CPrint is similar to Typewell, and both of those are *very* different from CART. Nothing to do with paper, either - all of these systems are computer-based.
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Yes, they are, but C-print also offers a paper transcription. CART and Typewell don't.
 
deafskeptic said:
I complained about it and they changed the note taking system as a result. No, I don't think they informed me about it.
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Your right to file a grievance,a nd the procedure to do so is information that all students registered under the umbrella of Institutional Equity should be provided. Its one of the reasons I created a handbook for our students. Good to know that your complaints were effective, though. That's how changes come about and services are improved.
 
jillio said:
Yes, they are, but C-print also offers a paper transcription. CART and Typewell don't.
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Not a live one, true, but there's a fundamental difference between a system that is verbatim, or nearly so (like CART) and one that is inherently based on summarizing, abbreviating, and making choices about what information the user does and doesn't get (like Cprint and Typewell). That's a far bigger difference in terms of user experience than whether or not there's a live paper printout.
 
jillio said:
Your right to file a grievance,a nd the procedure to do so is information that all students registered under the umbrella of Institutional Equity should be provided. Its one of the reasons I created a handbook for our students. Good to know that your complaints were effective, though. That's how changes come about and services are improved.
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Yeah. The old system required the school to hire professional note takers from a pool of students. The trouble with that idea was that only Chinese or other foreign students who weren't fluent in English wanted the job.

I like the volunteer system better though it's still a bit dicey. Sometimes I'd end up with a student who didn't have a clue how to take notes despite our best efforts to find a decent note taker. Just because someone makes As doens't mean the notes will be helpful.
 
jillio said:
You're quite welcome, and I'm glad we got it straightened out. And I disagree...your experiences can be very valuable for other postlinguals.
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...... and pre-linguals!
jillio said:
Rick, Can you please explain exactly how postlingual experience is particularly relevent for prelingual results?
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Pre-lingual, postlingual ... deaf, cannot hear...
Using CI ... Pre-lingual, postlingual .... can hear
=> Experience
 
deafskeptic said:
Yeah. The old system required the school to hire professional note takers from a pool of students. The trouble with that idea was that only Chinese or other foreign students who weren't fluent in English wanted the job.

I like the volunteer system better though it's still a bit dicey. Sometimes I'd end up with a student who didn't have a clue how to take notes despite our best efforts to find a decent note taker. Just because someone makes As doens't mean the notes will be helpful.
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That is why I insist on professional notetakers. If we use a student, then that student has to undergo training in the way they need to take notes, and more specifically, the way they need to take notes for a deaf student. They are not permitted to simply share their own notes with the student. In fact, they can't even be registered for the class in which they are taking notes. Their only purpose for being in that class is to provide notes for the student. Their notes are also turned into disability services, and constantly reviewed for appropriateness. Also, they cannot take notes in a subject with wich they have no experience. For example, a trained student cannot take notes in a psychology class when they have not taken prior any psychology classes, and passed with at leeast a "B". The student receiving the service, as well, fills out an evaluation several times during the quarter, and the professor is asked at the end of the quarter to review the notes taken and evaluate the notetaker.
 
Cloggy said:
...... and pre-linguals!

Pre-lingual, postlingual ... deaf, cannot hear...
Using CI ... Pre-lingual, postlingual .... can hear
=> Experience
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And therein lies the misconcpetion, cloggy. If only it were that simple. The valid difference lies not within hearing status, but linguistic status.
 
ismi said:
Not a live one, true, but there's a fundamental difference between a system that is verbatim, or nearly so (like CART) and one that is inherently based on summarizing, abbreviating, and making choices about what information the user does and doesn't get (like Cprint and Typewell). That's a far bigger difference in terms of user experience than whether or not there's a live paper printout.
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True. But with a paper printout, the need for notetaking is also resolved. A student cannot focus on an LED screen for an entire lecture, and take notes at the same time without missing something on the LED screen, just as a student cannot focus 100% of their attention on a terp and take notes without missing part of a signed lecture, nor focus 100% of their attention on lip reading and take notes at the same time without missing part of what is being said.
 
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