The cochlear implant is a hearing aid, which made rehabilitation in the last two decades or so to say habilitation of deaf people possible. The rehabilitation or so to say the habilitation as an objective and process of training deaf and the partially deaf describe many definitions, all together it should help people who went deaf. It is important to point out, that people who went deaf can optional decide for implantation or so to say this decision make their parents. With the effect of rehabilitation of people who have a cochlear implant it is important that the implantation is made as early as possible because researches show that a timely implantation of the cochlear implant with deaf children enables the development of speech and language which can be compared but it is not the same like people who have the ability to hear. In my master’s thesis I wanted to examine with an empiric research – a causal-non experimental method – the understanding of grammar with children, the users of a cochlear implant in comparison with not deaf children in the age from 6-9 in chronological age. The sample included 44 children, 20 of them are users of a cochlear implant, which are part of a preschool programme with an adapted accomplishing and additional professional help and a primary school programme with an adapted accomplishing and additional professional help (group CI integration), four children with a cochlear implant attend the adapted programme of the nine year primary school programme with an equivalent educational standard for deaf and the partially deaf (group CI institutions), 20 of them can hear. The pattern is quite small, but includes the most children in the mentioned age, which realised their implantation in Slovenia. In the sample of tested children were included children with a cochlear implant who attend one of the three institutions for deaf and the partially deaf (Ljubljana, Maribor, Portorož) or attend kindergarten or so to say one of the major primary schools and are treated by mobile services of one of the three institutions in the framework with additional professional help or attend an individual hear-speech therapy there.
The data for the research were collected with the use of technique of testing. Some individual speech – hear therapy was carried out alone by me or by arrangement with and also the help of the skilled labour from the mobile service. A part of the test where there are common questions (sex, age, inclusion into an educational programme, time and cause to go deaf, time without the implant, age when implanting and the type of the cochlear implant) the testator took a test, the second part is meant for the testees, the children. In that part the correct usage of grammar war tested in the following subject areas: number, gender and case of the noun, formed from the verb, personal pronouns, comparison of adjectives, time happening, articles, adverbs, forming questions and conditional clauses. The testing of the individual grammar categories was carried out with the combination of pictures and words; the pictures were used as stimulation, they directed the child to an answer.
Among children, who have the cochlear implant and who are in the process of integration and also their hearing contemporaries, there are statistically important differences in the correct use of grammar. The time of implantation, the age of children when began to hear and the chronological age have a great effect on a more correct usage of grammar at children with a cochlear implant in integration. The results showed statistically important differences in the correct use of grammar among children with a cochlear implant from the integration to these who attend institutions for the deaf and the partially deaf. When the chronological age rises, the differences in the correct use of grammar among the testees who can hear and the integrated children with a cochlear implant decline, which points to the fact that the missed can be compensated with long term intensive work. The results of my thesis show, in which field of understanding grammar structures do children, user of the cochlear implant who had been included into the sample have the largest deficit.