Abstract
Background: This research investigated the phenomenon of learners with cochlear implants
and their challenges with cognitive effort in private mainstream schools in Gauteng. Many
learners with cochlear implants encounter academic and social challenges at school, despite
the advanced technology.
Objectives: This study aimed to explore how learners with cochlear implants experience
cognitive effort and whether it impacts their academic potential.
Methods: Research was conducted using a phenomenological design. Phenomenography was
used as theoretical framework to perceive, interpret and understand experiences of the
cochlear implant recipients. The six former learners who were recipients of cochlear implants
were selected using purposive sampling. Semistructured interviews were utilised to gather
information, which was analysed using thematic content analysis.
Results: Five themes emerged from the analysis, namely auditory challenges, cognitive
functioning, peer interactions, emotional health and concealed disability. This article only
presents the first theme of cognitive functioning and highlights three subthemes related to
cognitive effort. Findings show that many learners struggled with their concentration span
and fatigue, as a result of their cognitive effort difficulties.
Conclusion: This study demonstrated how learners with cochlear implants face challenges
with cognitive effort at their mainstream schools. It indicates the need for awareness of and
training on educating learners with cochlear implants to help them reach their academic
potential