Ready for School: MED-EL Raises Awareness for Children with Cochlear Implants and the Role of Inclusive Education

August 21, 2025 – (Innsbruck, Austria): As children across the globe prepare to return to school – or even experience their very first day – MED-EL, a global leader in hearing implant technology, is raising awareness about the importance of inclusive support for children with cochlear implants (CIs) as they transition into or return to school. For many families, this time of year brings excitement – but also questions about how to ensure their child’s hearing needs are met in the classroom.

• What every parent of a cochlear implant user should know before school starts
• How schools can create inclusive classrooms for children with cochlear implants
• What children who were implanted later need – and how educators can help them thrive

Children with hearing loss can thrive in mainstream schools when they are supported with understanding, preparation, and collaboration between families, educators, and hearing professionals. MED-EL is committed to helping make that possible.

“The start of a new school year is a milestone for every child – and for children with cochlear implants, it is also a moment to celebrate how far they have come,” says Patrick D’Haese, Director of Awareness and Public Affairs at MED-EL. “With the right support, these children can fully participate, learn, and connect with their peers. It is essential that schools and communities understand their needs and recognize their potential.”

Empowering Parents as Partners

Parents are not just supporters – they are the essential partners in their child’s educational journey. For children with cochlear implants, a successful school experience begins long before the first day of class. From building confidence at home to ensuring teachers understand their child’s hearing needs, parents play a pivotal role in creating a smooth and empowering transition. “Parents are their child’s first and most important advocates,” says Joanna Shepherd, Head of Rehabilitation at MED-EL. “By sharing insights about their child’s hearing needs, building strong communication with educators, and encouraging self-confidence, parents help lay the foundation for a positive school experience.”

To help their child thrive, families are encouraged to:

• Meet with teachers before school starts to explain the child’s hearing technology, communication preferences, and any assistive devices like FM systems*.
• Practice school routines at home, such as getting ready in the morning or following classroom transitions, to build confidence and reduce anxiety.
• Ensure the child’s device is functioning well, including checking battery levels and connectivity settings, so they are ready to hear from day one.
• Pre-teach key vocabulary related to upcoming lessons to help the child follow classroom discussions more easily.
• Model and practice conversation repair strategies, such as asking for repetition (“Can you say that again, please?”) or confirming understanding (“Did you say…?”).
• Use tools like the “All About Me” student profile to help teachers understand the child’s strengths, needs, and preferences.
• Encourage self-advocacy, helping the child feel confident to speak up when they need help or clarification.
• Stay in regular contact with the school, using communication methods that work best for both sides – whether that is email, a notebook, or short check-ins.

“Both my children have attended a regular kindergarten and elementary school from the beginning,” shares Michaela, mother of two CI users. “I always informed the staff about my children’s special needs, provided information sheets on handling the audio processors, and made sure there were always enough batteries. When they started school, we applied for special needs education and made sure they had FM systems*. It has been great to see how teachers and headmasters have supported them with understanding. Of course, there are things to consider – like having a quiet classmate and allowing quiet time after school because listening can be tiring.”

What Teachers Should Know

Teachers in mainstream schools play a vital role in the success of children with cochlear implants. While many educators may not have prior experience with hearing technology, small adjustments can make a big difference. MED-EL encourages teachers to consider the following:

• Seating matters: Place the child near the front of the classroom and ensure they can see the teacher’s face clearly for lip-reading and visual cues.
• Minimize background noise: Close windows and doors when possible and add soft furnishings – such as rugs and curtains – to absorb sound, reduce echo, and create a quieter, more effective listening environment for students.
• Use visual aids: Supplement spoken instructions with written or visual materials.
• Speak clearly and naturally: Avoid covering your mouth or turning away while speaking
• Check understanding: Gently confirm that the child has understood key instructions or new concepts.
• Be tech-aware: Learn the basics of the child’s hearing device and know who to contact if issues arise.
• Encourage inclusion: Foster a classroom culture where differences are respected and curiosity is welcomed. 
  

Supporting Children Who Were Implanted Later

Children who receive cochlear implants later in life often face a gap in language development, which can affect vocabulary, reading, and social interaction. “Later-implanted children need extra support to catch up with language and social skills,” explains Joanna Shepherd. “With targeted strategies and the right technology, these children can thrive in school and build meaningful connections.” These include pre-teaching key vocabulary before introducing new topics, encouraging the use of conversation repair strategies (like asking for repetition), and providing regular listening breaks to reduce fatigue. Teachers can also support development by using assistive listening devices, offering one-on-one support when possible, and fostering a classroom culture that values inclusion and patience.

Resources for Families and Educators

To help families and schools prepare, MED-EL offers a range of free resources developed by hearing professionals and rehabilitation experts:

• Educator’s Checklist
• Binaural Hearing – A Guide for Educators
• Self-Advocacy Cards
• All About Me – a tool for students to share their hearing needs
• Tips and Useful Resources for Teachers Working With Students With Hearing Devices

Further information can be found on the MED-EL website. These resources are designed to empower families and educators to work together in supporting each child’s educational journey.

*An FM system is a wireless assistive device that transmits a speaker’s voice directly to cochlear implant users, improving speech understanding by reducing background noise, especially in noisy environments like classrooms.

About MED-EL

MED-EL Medical Electronics, a leader in implantable hearing solutions, is driven by a mission to overcome hearing loss as a barrier to communication and quality of life. The Austrian-based, privately owned business was co-founded by industry pioneers Ingeborg and Erwin Hochmair, whose ground-breaking research led to the development of the world’s first micro-electronic multi-channel cochlear implant (CI), which was successfully implanted in 1977 and was the basis for what is known as the modern CI today. This laid the foundation for the successful growth of the company in 1990, when they hired their first employees. To date, MED-EL has more than 3,000 employees from around 90 nations and 30 locations worldwide.
The company offers the widest range of implantable and non-implantable solutions to treat all types of hearing loss, enabling people in 139 countries enjoy the gift of hearing with the help of a MED-EL device. MED-EL’s hearing solutions include cochlear and middle ear implant systems, a combined electric acoustic stimulation hearing implant system, auditory brainstem implants as well as surgical and non-surgical bone conduction devices. www.medel.com 

CEO

Doz. DI Dr DDr med. h.c. Ingeborg Hochmair

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