The degree of readiness in reading, writing and emotional skills among the parents of children with cochlear implants and parents of typical children: A comparative study

Document Type : Original Article

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Department of Special Education, College of Basic Education, Kuwait University, Kuwait

Abstract

This study aimed to investigate the degree of readiness in reading, writing and emotional skills among the parents of children with cochlear implants as well as typical children in light of some variables. A comparative approach using a questionnaire of 115 participants who were split into two groups; the first group was collected intentionally and consisted of 57 parents of children with cochlear implants, and the second was collected randomly and consisted of 58 parents of typical children. The results of the study indicated a moderate degree of practice among parents of children with cochlear implants in reading and emotional readiness skills, and a high degree of practice in writing readiness skills. There was a statistically significant difference between the two study groups in their reading readiness skills in favor of the parents of children with cochlear implants. Gender differences were also found in favor of mothers as compared to fathers of children with cochlear. In addition to suggestions for future research, the study concludes that parents must be educated on the necessity of practicing these skills, while kindergarten curricula should include activities for skill support and enhancement.

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