Spoken language development in school-aged children with cochlear implants as compared to hard-of-hearing children and children with specific language impairment

Cost-benefit Analysis of Cochlear Implants: A Societal Perspective

“…However, this difference appears to be due to differences between the educational systems in the United Kingdom and the Netherlands. In the study of Barton et al, 76% of the CI children attended mainstream education, whereas in the Netherlands, this percentage is lower (35 and 46%) and the children receive additional support ( van Weerdenburg et al 2019 ). More importantly, in the British study, only 41% of the control group attended special education, whereas, in the Netherlands, all prelingually deaf children without CI receive special education.…”

“…There is not much literature about the percentage of children with CI that attend mainstream education in the Netherlands after an educational reform in 2014. Some studies have provided data on small sample sizes, indicating that 45-55% are attending mainstream education (Langereis & Vermeulen 2015;van Weerdenburg et al 2019). This seems comparable to studies in Belgium (45-59%) and South Korea (46%), and lower than studies in France (67-88%), UK (76%) and Canada (79%) (Barton et al 2006a;Uziel et al 2007;Verhaert et al 2008;Venail et al 2010;De Raeve 2016;Bae et al 2019;Ganek et al 2020).…”

“…For that reason, the expert panel decided to use a not yet published study from our group, which uses epidemiological data of the education types of all prelingually CI children in the Netherlands from Statistics Netherlands, a governmental organization. Only 35% of the CI children attend mainstream primary education and 46% attend mainstream secondary education, which has several levels from occupational to preacademic ( Van der Straaten et al 2020b). When attending mainstream education, all children received additional support, as were all children attending mainstream education in the studies of Langereis et al and van Weerderburg et al The cost of the different education modalities were obtained from reports of the ministry and the inspectorate of education (Dutch Inspectorate of Education 2019).…”

“…The healthcare perspective only provides insight into cost in the healthcare sector and does not take all benefits of CI into account. Besides improvements in educational level ( De Raeve et al 2015 ; van Weerdenburg et al 2019 ) and reduction of educational cost ( O’Neill et al 2001 ; Barton et al 2006b ; Colletti et al 2011 ), productivity also improves after CI ( Kos et al 2007 ; Monteiro et al 2012 ). A cost-benefit analysis (CBA) with a societal perspective includes all these benefits and provides a comprehensive understanding of CI consequences.…”