Abstract
This descriptive study aims to delineate the characteristics of select students with cochlear implants in Midwest public school districts and the professionals who received consultation services. Researchers analyzed nine years of archival grant data focused on communication modality, school district locales, and types of service providers. Findings yielded that the largest group of students communicated primarily using gestures and vocalizations followed by students using spoken English. Of the service providers, almost all Deaf educators and interpreters had a communication match with their students. Results also revealed a disproportionate number of students directly served by a deaf educator in city/suburb locales compared to rural/town. These findings suggest some students with cochlear implants may be underserved by deaf educators, especially in rural areas.
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