This study examined the educational development of 22 children (ages 2 to 10), under the supervision of the Cochlear Implant Team of the Medical College of Virginia, who had received implants as a result of deafness (in most cases prelingual and congenital) from 6 months to 3 years prior to the study. Data included a review of the children's case files, classroom and clinical observations, and surveys of parents and teachers. Major findings included: primarily oral communication was used by two-thirds of the children post implant (compared to one-third prior to implant); none of the children had a vocabulary comparable to that of peers before the implant but 26 percent did when evaluated after the implant; following the implant, two-thirds were performing on level with peers in mathematics, with one-third on level in reading and related areas; all teachers reported that their expectations of the implant were met or exceeded; observed progress of skills was beyond that of normal developmental progression; and both parents' and teachers' responses indicated overall successful adjustment and satisfaction with the device. A questionnaire is attached which is intended to aid in providing follow-up data on the progress of children receiving implants. (DB)