Correctional and developmental work with deaf and hard of hearing children of early age. Special methods and techniques in working with hearing-impaired students Correctional work with children with hearing impairments
Currently, correctional work with deaf and hard of hearing children begins in infancy in conditions early detection hearing impairment and early hearing aids (E.I. Isenina, T.V. Pelymskaya, N.D. Shmatko, etc.). The use of residual hearing plays a significant role in the psychological development of the child. early age with impaired hearing. The earlier he enters the world of sounds, the more natural is the process of formation of his cognitive activity. In the course of special work, non-speech hearing is formed in him. Developing auditory perception makes it possible to bring the process of formation of pronunciation in a child with hearing impairment closer to how it proceeds in normally hearing children.
Corrective classes with children of the first year of life are carried out by parents under the guidance of a teacher-defectologist of the audiology room, a teacher of the deaf at a special preschool institution for children with hearing impairments or a specialized rehabilitation center for children who have reached one year, in addition, it is advisable to organize systematic classes with a teacher of the audiology room in the rehabilitation center itself.
The early start of remedial classes allows you to develop the child's auditory perception at that age period when the physiological maturation of the auditory analyzer occurs. The development of analyzers, including auditory, is possible only under the condition of a constant flow of information from the outside world. In order for the auditory analyzer to begin to function and develop with impaired hearing, intensive pedagogical influence is necessary under the condition of constant use of individual hearing aids. It requires not only correct communication with a deaf or hard of hearing baby in the process of caring for him, organizing his activities, following recommendations for education, but also carrying out special work on the formation of his oral speech.
All this requires the creation of such conditions under which the child can hear the speech addressed to him. This is achieved in some cases by simply bringing the speaker closer to the baby's ear, but it is important to carry out high-quality hearing aids.
Hearing prosthesis is carried out by an audiologist based on the results of otiotric and audiological examinations. It is expedient to prosthetize children of the 1st year of life with two devices behind the ear.
The type of apparatus is selected by the audiologist. The individual mode of operation of the device is specified by the teacher-defectologist in the process of remedial classes.
From the time the mode of the device is selected, the child must be taught to use it throughout the day. The devices are put on immediately after washing and removed only during sleep or bathing. It is important to walk with the apparatus, as there are many sounds on the street that are accessible to the baby's hearing. In the case when the child is nervous, trying to remove the device, you should find out the cause of this concern. The period of getting used to the baby to the device, as a rule, lasts about a week.
The timely start of corrective work and its systematic and correct implementation lead to the fact that some children, despite severe hearing loss or even deafness, already by the age of 3-5 have a detailed phrasal speech, the sound of which is close to normal: not only the level of their general, but and speech development approaches that which hearing children have at this age.
On the 1st - 3rd month of life the child develops auditory and visual concentration. When carrying out corrective work, it is necessary to provide the baby with a variety of visual, auditory and tactile impressions. The child learns to peer into the face of an adult talking to him, stop looking at colorful and shiny toys, and follow moving objects. He develops the ability to listen to different sounds: speech, singing, the sound of toys, etc. To this end, an adult affectionately talks to the baby, calls him by name, talks to him for a while, drawing attention to his face.
From the 2-3rd month of life When the child begins to make sounds himself at rest, the adult, repeating the sounds after him, encourages him to imitate. At the same time, it is necessary to offer not only sound combinations mastered by the child, but also new ones, pronounced with a different rhythm of intonation.
In the formation of auditory concentration, in addition to the voice, toys are used that make sounds that are accessible to the child's ear. He is taught to follow the toy with his eyes at the moment of its sound. Sometimes the child is encouraged to determine where the sound is coming from.
At 3-6 months of life The main way to influence a child with hearing loss is to provide him with various auditory, visual, tactile impressions. The main auditory stimulus is adult speech. Verbal communication with the child will be carried out during all the time of his active wakefulness. Adults talk to the baby with different intonations, taking him in his arms, sing him simple, but varied in rhythm and tempo songs, moving with him to the beat of the sound.
At this stage, begin to carry out special exercises aimed at the development of auditory function. These include the development of the ability to determine the location of sound sources located in different directions with an ever-increasing distance.
It is important to develop the ability to differentiate the sounds of toys. The baby is encouraged to look to the right at the moment one of the objects sounds and to the left - at the moment the other sounds. As a result, a conditioned associative reflex to the sound and its direction is developed. To check how strong the connection between the sound and its source is, you can present the sound 1-2 times from the other side. If the child still turns his head in the direction of the constant appearance of the sound, this means that the associative reflex has been developed and the baby is differentiating sounds.
2nd half of life It is characterized by the fact that the hearing child passes from passive perception to active cooperation with the adult. In the process of joint activity with him, which implies actions with objects, an understanding of simple words arises.
The word is perceived by the child as a component of a complex situation, it is an integral part of it.
The start time of special work is determined individually, as understanding of speech is formed. As soon as the child develops an associative reflex to a word and he turns his head to an object that is in a permanent place, work should begin on distinguishing words that are perceived only by ear.
Exercises on the formation of auditory perception skills are carried out during speech development classes. At this stage, when the baby is asked by the mother “Where is av-av?” turns his head in the direction of the named object, onomatopoeia should be specially presented to him only by ear. After the baby begins to confidently turn his head towards the named object, you should start teaching him to listen to the name of another toy in the same way. Thus, the child is consistently taught to perceive two onomatopoeia only by ear. Further, the ability to distinguish them by ear is formed. Later, at the request of an adult, they are taught to give one or another toy.
By the end of the 1st year of life the child accumulates a certain auditory vocabulary, consisting of 5-10 speech units: onomatopoeia and babbling words-names of toys.
On the 2nd year of life speech begins to occupy a special position in the mental life of a hearing child.
The expansion of the auditory vocabulary occurs due to the inclusion of full words - the names of toys, real objects, actions. Onomatopoeia is gradually replaced by the corresponding full words.
By the end of the 2nd year of life the auditory dictionary includes two-word phrases: “Give me a lala”, “Meow is sleeping”, etc.
Thus, the number of speech units perceived by ear is gradually increasing. The distance from the microphone, apparatus or the child's ear also increases.
When conducting exercises to distinguish speech material by ear, the child's activity should be emotionally colored. A situation is created when the child is faced with the task of choosing one or another object, a toy, according to the instructions of an adult. The instruction is presented auditory-visually, sometimes supported by a natural gesture, and only the word - the material of auditory training - is always offered by ear. Distinguishing material by ear occurs first in the game, then when cleaning toys. By the end of the 2nd year of a child's life, the teacher begins to work on distinguishing between speech material at the table, using as visual material not only toys and real objects, but also their images. The activities of the child should be organized so that he does not lose interest.
After the auditory dictionary reaches 4-5 words, work begins on the formation of skills for identifying speech material, that is, recognizing familiar words only by ear, without relying on a visual sample. When organizing this type of work, it is important that the child act adequately to the proposed situation. As the active speech of the child is formed, he is required to name the toys. Gradually, the exercises use words that were not previously included in the auditory training. But these exercises are not yet systematic. In the future, the child's auditory vocabulary expands, it includes more and more new words, phrases and phrases that the baby masters as speech develops. Wherein Special attention is given to increase the distance from which the child hears speech. The number of words from which a choice is offered increases to 4-5.
The main methodological technique in carrying out this work is the correlation of sound with a specific subject. A specific sound is associated with a particular toy, for example, the sound of a drum is always accompanied by the appearance of a bunny, the sound of an accordion is always accompanied by the appearance of a doll, etc. The child must choose a toy that matches the sound. A prerequisite is her encouragement to an oral statement, the phonetic design of which corresponds to the pronunciation skills of the baby.
Proposed by N.D. Shmatko and T.V. The Pelym system of work is designed for those children with whom remedial classes have been conducted since the first six months of life. If classes start from 6-12 months, they are organized in accordance with age characteristics, while using separate methods of working with children of the 1st year of life, but taking into account the fact that the degree of active participation of the child in joint activities with an adult in this case is significantly above.
If corrective classes with a child begin in the 2nd year of life, their content and methodology change in accordance with the increased capabilities of the baby. First of all, he is taught to hear the sounds available to his hearing. The child learns to respond to a variety of household noises: a knock on the door, the noise from the operation of household appliances, the impact of a fallen object, the noise and signals of transport, etc. This work requires special classes, it is carried out throughout the day. It is important to carefully observe the reactions of the child. In an individual hearing aid, he will hear many sounds. Having heard, the child freezes, blinks, less often tries to find the source of the sound. The task of an adult is to constantly show the baby what sounds. Perceptible sounds should be made interesting and meaningful. However, this is not enough. It is necessary to purposefully acquaint the child with non-speech sounds.
In order to teach a child to listen to sounds, identifying which of them are available to his hearing, special classes are held to develop a conditioned motor reaction to a sound in a child. With its help, it is possible to clarify the state of his hearing.
When the child turns 1 year 4 months - 1 year 6 months, he must be taught to perform any actions at the signal of an adult: roll a ball, a steam locomotive, etc. The child must see the signal of an adult. It is desirable that two adults are involved: one gives a signal at a distance of 1-2 m from the baby, the other acts together with the child. On a wave of the flag, the child rolls the ball to the adult. It is necessary that he wait for the signal, do not start the action before it. To make the exercise interesting, you need to change the actions performed on a signal: for example, for 2-3 days the baby rolls the ball, then the car, the steam locomotive. You can change roles with your child. When he learns to play, it's good to switch roles with him and move on to developing a reaction to a visible speech signal.
To do this, an adult sits opposite the baby at the table, puts his hands on the table, and next to them - a large button. He draws the child's attention to his lips and, in a voice of conversational volume, pronounces sound combinations like: “pa-pa-pa”, “pu-pu-pu-pu”. At the moment the pronunciation begins, he takes the button with the baby's hand and throws it into the jar. This exercise is carried out until the child himself, without prompting, begins to perform it. This usually takes 8-10 sessions. The duration of the pauses between consonants must be constantly changed so that the child reacts to the sound, and not to the rhythm of the signals.
When the child begins to perform the task well, the adult sits next to him and pronounces syllables at the very ear in a conversational voice. The kid feels a stream of exhaled air and throws a button into a jar. This requires 1-2 lessons.
Finally, the adult proceeds to the main part of the work: he needs to find out if the child hears the voice at conversational volume and at what distance. To do this, the same exercise is performed, but using a screen that closes the air stream. As soon as the baby learns to respond to the sound of syllables pronounced at the auricle (with a screen) in a conversational voice, you should gradually increase the distance from the child’s ear by 5, 10, 20, 50 cm, etc. If the child responds to the voice of a conversational volume at a distance of 1 m or more, then you need to check if he hears a whisper, first at the auricle, then further. The work is carried out in the same way as described above.
In parallel with the work on developing a conditioned motor reaction to a speech signal, the baby is taught to perceive the sound of toys. Training begins with the drum sound available to all children. An adult asks a child to perform one or another action at the moment the drum is sounding - at first the child sees how the adult is playing, and then only hears at a distance of 0.5 m behind him.
Exercises to develop a conditioned motor response to sound are carried out daily for 3-5 minutes. The material is constantly changing.
The developed conditional-motor reaction to sound allows the audiologist to choose the mode of operation of the individual hearing aid. The mode of operation of the hearing aid is specified 2-3 times a year.
Simultaneously with the development of a conditional-motor reaction to the sound, the child is taught to distinguish speech material by ear.
When learning to distinguish by ear onomatopoeia, an adult puts 3-5 dogs and horses in an opaque bag. He takes out a toy, such as a dog, brings it to his lips and says "aw-aw-aw", then puts it on the table, after which he takes out another toy, such as a horse, calls it "prr", demonstrates how it runs, and puts it on other end of the table. Taking out toys in different sequences, an adult teaches a child to combine dogs with dogs, horses with horses. After that, you can move on to listening. At first, the adult demonstrates onomatopoeic patterns. To do this, he takes a toy and, behind the screen, pronounces an onomatopoeic voice at a conversational volume. Then the baby learns to distinguish these sounds by ear, in response to which he must perform certain actions.
Assimilation of a pair of onomatopoeia is designed for two to three days. With a properly selected mode of the device, even deaf children can distinguish onomatopoeia at a distance of at least 1.5-2 m.
When the child's auditory dictionary will consist of 8-10 speech units, it is necessary to select words related to different groups to distinguish by ear: toys, food, clothes, etc.
If the child distinguishes speech material by ear when choosing 4 out of 4 units, phrases like: “Lalya is sleeping”, “Mom is eating”, etc. are used in the work. Appropriate pictures and photographs are selected for the phrases. Pictures or objects are laid out in front of the child: a house, a plate, a sleeping child. An adult teaches the baby to correctly enclose pictures, then offers to distinguish words and phrases by ear. First, the child is given a sample of the sound of each word and phrase, he repeats what he heard, showing a picture or object. Then the adult pronounces words and phrases in different sequences without showing pictures. The kid should learn familiar words or phrases.
By the age of 2-2.5 years, a child learns to distinguish well-known material by ear when choosing from 4-5 speech units, provided that they rely on the appropriate objects and pictures.
As he learns to distinguish by ear not only onomatopoeia, but also babbling and full words, and then phrases, this material is offered for recognition by ear. The work of learning to recognize by ear is carried out in parallel with learning to distinguish by ear. The material for identification by ear should be changed at each lesson. Learning to recognize and distinguish speech material by ear should be carried out both with and without an individual hearing aid. Much attention is paid to the gradual increase in the distance from which the child learns what he heard with and without the apparatus. Learning should take place in an interesting and entertaining way.
One of the areas of work on the development of residual hearing is the acquaintance of children with the nature of non-speech sounds. In special classes, various sounding toys are used: a drum, a pipe, an accordion, etc. After the child has developed a conditioned motor reaction to the sound, he is taught to correlate the sound of the toy with any action, and then it is proposed to distinguish the sound of two toys: a drum and pipes, drums and harmonicas. At first, the child perceives non-speech sounds auditory-visually, and only then learns to distinguish them by ear. The distance is chosen so that he can hear each of the toys well.
Simultaneously with the differentiation of sounding toys, the child is taught to distinguish and reproduce the duration, tempo, continuity and loudness of the sound.
Work on distinguishing various sounds by ear is carried out mainly with an individual hearing aid. If a child hears sounds without an apparatus at a distance of at least 0.5-1 m, then he must be taught to distinguish them without an apparatus. The sounds are reproduced by the teacher at the distance at which the child hears these sounds.
The described method of work in infancy is the key to successful speech and general development of the baby at preschool age, bringing his development closer to the natural course of development of a normally hearing peer.
Similar information.
Education and upbringing of children with hearing impairments special (correctional) preschool institutions and schools 1 and 2 types of institutions of additional education (psychological and pedagogical centers) general educational institutions (integrated / inclusive education)
Special educational conditions for teaching children with hearing impairments mandatory constant use of a hearing aid special systematic corrective work with a teacher of the deaf and a speech therapist development of auditory perception in the classroom at school and at home, in the family medical prevention and therapeutic measures
Children with hearing impairments Deaf children - children whose hearing impairment does not allow them to naturally perceive speech and master it independently: deaf without speech - early deafness deaf who retained speech - late deafness Hearing impaired - children with partial hearing impairment, in which independent speech development is possible, at least in minimal degree Hearing impaired - children with developed speech with slight shortcomings
Features of the cognitive sphere of children with hearing impairments Features of attention Reduced volume Less stability Low rate of switching Difficulties in distribution Features of memory Figurative memory is better developed than verbal The level of development of verbal memory depends on the volume vocabulary Features of thinking the predominance of visual-figurative thinking over verbal-logical the level of development of verbal-logical thinking depends on the development of speech
Features of the personal sphere of children with hearing impairments Features of the development of the emotional sphere does not always understand the emotional manifestations of others in specific situations cannot differentiate subtle emotional manifestations
Features of the personal sphere of children with hearing impairments Features of communication with other people It is easier to perceive the speech of others if he can clearly see the face of the speaker erroneous answers or difficulties in the answers of children are caused by ignorance lexical meanings individual words, unfamiliar wording of the statement, unusual articulation of the interlocutor, it is difficult to perceive and understand a long monologue difficulties in a dialogue situation when answering the question: “Is everything clear?” a child with a hearing impairment will more often answer in the affirmative, even if he did not understand him psychological barriers in communicating with hearing people
Peculiarities mental development Poor supply of information about the environment Slow formation of concepts about the shape and size of objects Slow formation of counting operations Inability to retell what has been read Inertia of mental processes Concrete-figurative type of thinking Immaturity of behavior
Lexical-semantic level Visual techniques for expanding the vocabulary of speech, the use of the objects themselves or their images (models, models, toys, pictures, images), slide shows, educational films, demonstration of actions and creation of visual situations.
Lexical-semantic level Verbal techniques for expanding the vocabulary of speech selection of synonyms, antonyms paraphrasing, conveying the content of a word, phrases by others accessible to children lexico-grammatical means (hidden - sat quietly, did not move) selection of definitions (half station - small railway station) morphological analysis of the structure of the word (snowfall - snow is falling)
Lexical-semantic level Verbal techniques for expanding the vocabulary of speech selection to the generic concept of species (forest wealth is mushrooms, berries) negative definitions (disorder - no order) tautological interpretations (leather boots - boots made of leather) reliance on the context - an unfamiliar word is placed in a context that allows children to guess the meaning of the word themselves (could not resist - The boy could not stay on his feet and fell to the ground)
Lexical-semantic level Mixed techniques for expanding the vocabulary of speech are used in explaining abstract concepts. For example, early autumn - selection of illustrations (visual device) and selection of an antonym - late autumn (verbal reception).
Syntactic level: the use of dialogic forms of speech, the repetition of the remarks of the teacher or classmates in the lesson (“Repeat what I said”; “Repeat what Anya said”) repetition of what was said yesterday (“What did dad say?”; “What did mom say "?; "What did Anya talk about"?) remembering and repeating what this or that person will say ("Remember what your brother will talk about tomorrow"; "Remember what father will ask in the morning"; "Remember your answer ”) the creation of visual or verbal situations that would encourage students to make certain statements: Where is the chalk? Where is the sponge? etc. Students' questions must necessarily be motivated by the need to complete this or another task, inventing a replica to a given situation, for example: “A man approached you in the yard. He asked how to get to the principal of the school. How will you answer him? “You arrived in an unfamiliar city by bus. You need to leave in two hours by train. What will you ask a passer-by?
Syntactic level: descriptive-narrative speech; selection of pictures, illustrations for a sentence; selection of sentences that relate to a given picture (for example, a description of spring); on questions, plan, key words and phrases compiling stories based on a series of pictures compiling a story about possible previous or subsequent events based on the content of the picture
Text level Introductory conversation with presentation of visual material Independent reading of the text Checking the assimilation of the content of the reading as a whole Detailed analysis of the text of the entire story Oral retelling and presentation in writing of the content of what was read
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Posted on http://www.allbest.ru/
for teachers, specialists of educational institutions, parents
"The specifics of the teacher's work with children with hearing impairment"
g.o. Novokuibyshevsk, 2008
Dear teachers and parents!
We bring to your attention guidelines, which highlights the main types of hearing loss and the causes that cause them. They consider the issues of early diagnosis, as well as the features of the development of the cognitive sphere and the personality of children with hearing impairment. In the manual you can find information about integrated education and forms of correctional assistance to people in this category.
The appendix presents methods and techniques for the development of higher mental functions in children, recommendations on getting used to hearing aids.
We hope that this information will be in demand by you when organizing the education and upbringing of children with auditory pathology.
We wish you success in your work and achieve positive results!
Types and causes of hearing impairment
The importance of hearing in human life cannot be overestimated. It is noted that during the period of intensive development of a small child, hearing carries up to 80% of information about objects, phenomena, events of the surrounding world, the characters of people nearby. Hearing allows you to significantly expand the information field, greatly facilitates socialization, allows a person to more freely navigate in space. The presence of hearing is also important for a more successful development of the individual. One of the most significant functions of hearing for a child is a prerequisite for the successful formation of speech. In the absence of hearing, speech does not develop without stimulation and attraction of additional funds.
Experts distinguish between conductive and sensorineural hearing loss.
For conductive disturbances inner ear person is functioning normally. In this case, the problem occurs in the outer or middle ear, is most often temporary and curable. These are, for example, inflammation of the middle ear (otitis media), the formation sulfur plugs, abnormal structure of the outer and middle ear (absence or underdevelopment auricles, overgrowth auditory canals, defects eardrum and etc.), foreign bodies in the ear, etc.
Sensorineural hearing loss is associated with damage to the inner ear. Unfortunately, this type of damage is irreversible, in which modern medicine unable to restore normal hearing. Currently, only supportive therapy is carried out, certain preventive actions, hearing aids (selection of individual hearing aids) and long-term systematic pedagogical correction.
Causes of persistent irreversible hearing loss:
a) hereditary diseases accompanied by damage to the auditory analyzer,
b) viral infectious diseases mothers during pregnancy (rubella, influenza, herpes, toxoplasmosis, cytomegalovirus), pregnancy toxicosis, especially if they occur in the first 3 months of pregnancy,
c) application medicines(antibiotics streptomycin, kanamycin, gentamicin, furosimide, quinine) given to a mother during pregnancy or to a child at an early age,
d) birth trauma, asphyxia of the newborn,
e) prematurity (delivery before the 32nd week of pregnancy) and / or birth weight of 1500 g,
f) childhood viral and infectious diseases (meningitis, encephalitis, scarlet fever, severe forms mumps, measles, flu complications),
g) acute and chronic inflammatory processes child's hearing aid
h) traumatic brain injury of a child;
i) loud noise;
c) head trauma.
In addition, in about 30% of cases, the cause of hearing loss cannot be determined.
Therefore, if the history of mother and child has any of the listed causes of hearing impairment, parents should take the initiative themselves and contact specialists as soon as possible to conduct complete examination child's hearing.
Hearing-impaired children are a heterogeneous group characterized by:
Type of hearing impairment (conductive, sensorineural and mixed);
The degree of hearing loss (hard of hearing in varying degrees, deafness);
Time of onset of hearing loss;
The level of speech development (from non-speaking to the speech norm);
The presence or absence of additional deviations in development (impaired vision, intelligence, musculoskeletal system, etc.).
According to the state of hearing, deaf and hearing-impaired children (those suffering from hearing loss) are distinguished.
Deaf children are children with the most severe degree of hearing loss. Deafness is absolute only in exceptional cases. Usually, remnants of hearing are preserved, allowing one to perceive individual very loud, sharp and low sounds (beeps, whistles, a loud voice above the ear, etc.). But intelligible perception of speech is impossible.
From Neumann's point of view, there are 4 groups of deafness:
Ø people hearing non-speech sounds (125-250 vibrations);
Ш people who hear speech sounds (500 vibrations per second) - low vowels;
Ш people who perceive 1000 vibrations per second - vowels and some consonants, on the basis of which an independent appearance in speech of individual syllables and words is possible;
Ш people who perceive up to 2000 vibrations per second are familiar short words and suggestions;
Hearing-impaired (hard of hearing) children are children with partial hearing impairment that hinders speech development. Deafness can be expressed in varying degrees- from a slight disturbance in the perception of whispered speech to a sharp limitation in the perception of speech at conversational volume.
This group of people is also conditionally divided into two subgroups:
People with mild hearing loss and better speech development;
People with significant hearing loss and severe speech impairment.
Hearing-impaired people hear speech, but it is difficult to perceive individual complex phrases. Speech is not fully formed on its own, which can be expressed in a poor vocabulary, the loss of individual syllables, impaired pronunciation, and peculiarities in the construction of phrases. The conclusion is obvious - the better the hearing, the better the speech. However, let's not forget that hearing loss or reduction in a child should be treated differently than in an adult. It is easier for an adult to preserve the already existing speech, while in children its independent formation is extremely difficult or impossible. Even an adult who has lost his hearing is in danger of disintegrating the already existing speech due to the lack of auditory control.
Depending on the time of occurrence of the violation, all children are divided into two groups:
Early deaf - children who were born deaf or lost their hearing in the first or second year of life, before the moment of mastering speech;
Late-deafened persons who lost their hearing at 3-4 years of age and later, however, retained their speech to one degree or another. Hearing loss at age 3 can lead to total loss the beginnings of speech.
Methods for early diagnosis of hearing impairment
Unfortunately, doctors have not yet learned to determine whether a baby still in the womb hears. But there are methods that allow you to examine the auditory function almost immediately after birth.
Parents should be aware that there are a few simple signs that can tell if a child is hearing well. A child with normal hearing behaves as follows:
· 4-6 weeks of life: the baby is frightened by hearing a sudden loud sound, for example, the knock of a door slamming shut;
3-4 months of life: the child directs his gaze towards the source of the sound;
6-7 months of life: the child babbles not only monosyllabic, but also polysyllabic “words”;
· 10-12 months: the child responds to quiet handling from a distance of one meter. The child is cheerful, his speech develops successfully.
So, if all the signs are present, the child's hearing should be fine. But if one or more signs are absent, the child's hearing should be checked by an otolaryngologist.
In some countries, all newborns (up to 6 months of age) are screened for hearing loss. This general examination is called screening. Screening is carried out using registration of otoacoustic emissions. This objective diagnostic method does not depend on the reaction of the child. Therefore, it can be used to study the hearing of the youngest children. It allows you to assess the condition of the hair cells (checks how the cochlea of the inner ear functions). It is an absolutely harmless and painless procedure. If such an examination option is not possible, risk factors for deafness should be identified already in the maternity hospital and a corresponding note should be made in the certificate that is issued upon discharge of the child. The second stage is carried out in the children's polyclinic at the place of residence. This includes questioning parents and checking the child's behavioral responses to sounds with the help of a sound-react test at the age of 1, 4 and 6 months. Examination by the device is based on the registration of various manifestations of an unconditional reflex orienting reaction to sound - startling, closing or wide opening of the eyes, blinking, fading, changes in the frequency of sucking movements, turning the head towards or away from the sound source. It's best to do it in lung stage sleep (1 hour before feeding or one hour after it). At 4 months and older, the examination is carried out in the wakefulness stage. If there is no device, then loud sounds can be presented: clapping, knocking, hitting one object against another, etc.
It is necessary to exclude the causes that cause anxiety of the child (feeling of hunger or overeating, the presence of gases, etc.). Before the examination in an unfamiliar environment, the baby must calm down, get used to it. For the examination, the child is placed on a hard mattress so that the head lies freely and straight. After the baby is presented with the sound, you need to observe his reaction (often the reaction to the sound can have a latent period of several seconds). After each turn of the head, it is necessary to lay the child's head on the back of the head again and divert attention from the sound source using a toy. Because in young children, habituation to stimuli develops very quickly, the number of sound presentations should be limited to two or three.
For an approximate assessment of hearing in children at any age, you can use the “pea method”, where plastic boxes filled with 1/3 different cereals serve as a sound source:
peas (sound source 70 - 80 dB),
Buckwheat (sound source 50 - 60 dB),
decoy (sound source 30 -40 dB).
This study, due to its simplicity and accessibility, can be carried out by pediatricians, neuropathologists, speech therapists and other specialists. According to its results, hearing impairment can be assumed if a child under the age of 3 months. there is no reaction to the sound of a jar of peas, at 4-5 months. there is no reaction to the sound of a jar of buckwheat, and at 6 months. and older - to the sound of a jar of semolina.
It is important to note the insufficient effectiveness of these two methods in the examination of children with pathology of the central nervous system, since the lack of a motor response to sound in them may be the result of a violation of both auditory function and delayed psychomotor development.
Features of the cognitive sphere of children with hearing impairment
When considering the issue of the mental development of a child with hearing impairments, one should proceed from the fact that he is exposed to the influence of the society in which he lives, absorbs the social experience of the reality that surrounds him. The defect causes the loss of individual functions, which entails deviations in the course of a normal biological process. So, in case of violation of certain analyzers, the influx of various kinds of information can be significantly limited, which creates unusual conditions for life. In a child with impaired hearing, along with the primary deficiency of the auditory analyzer, secondary defects appear very early both in physical development and in the field of all cognitive activity.
Feelings and perception
Feeling - elementary mental process reflections of individual properties, objects and phenomena of the objective world, acting on our senses.
Perception is a holistic image of objects and phenomena. The process of all cognition begins with sensations and perceptions.
Violation of the auditory analyzer determines the qualitative originality of the world of sensations of children with one or another hearing loss: it is difficult or impossible to perceive sound and localize it in space, the sound properties of a number of objects and phenomena of the surrounding world are inaccessible to knowledge, etc. If for a hearing child it is already at the first year of life, auditory sensations are one of the main means of contact with others (reaction to intonation, discrimination of sounds, gradual understanding of addressed speech, etc.), then a child with hearing impairment first of all has a deficit of emotional communication with an adult: there is no influence of an adult’s speech , its emotional tone, which, long before the development of one's own understanding of speech, is one of the effective stimuli for the behavior of a normally hearing child. As a result, children develop a weakly expressed “revitalization complex”, which plays a fundamental role at the initial stage of their development. The question arises about the use of such auxiliary means, which to some extent could fill in the gaps.
Studies show that a significant proportion of children with hearing loss (about 40%) have one or another remnant of auditory sensations. In the process of long-term studies and exercises, the residual auditory function in deaf children is activated. At the same time, the improvement in the auditory function is not due to the restoration of the anatomical and physiological mechanisms of hearing, but through the activation and development of skills in the child to use the existing hearing remnants.
In connection with the loss of auditory sensations and perceptions in the deaf, visual sensations and perceptions acquire a special role. The visual analyzer of a deaf child becomes the leading one, the main one in the knowledge of the surrounding world and in mastering speech. Visual sensations and perceptions in deaf children are not worse developed than in hearing children, and in some cases are better developed. Deaf children often notice such details and subtleties of the world around them that a hearing child does not pay attention to.
Hearing children are more likely than deaf children to confuse and mix similar colors blue, purple, red, orange. Deaf children differentiate shades of colors more subtly. Drawings of deaf children contain more details and details than drawings of hearing peers. Drawings from memory are also more complete. Deaf children find it more difficult to draw pictures that express spatial relationships. In the deaf, the analytical type of perception prevails over the synthetic.
A deaf person can perceive the speaker's speech, relying mainly on visual perceptions. Each phoneme of our language has its corresponding articular image. A deaf child visually perceives and remembers this image. In the future, during prolonged exercises, the deaf person can distinguish visually articulatory images of whole words.
In addition to visual sensations, tactile and motor sensations also play an important role in the process of cognition in the deaf.
With a partial violation of the function of the auditory analyzer, speech movements become sluggish, indistinct, poorly differentiated. In deaf children, hearing loss negatively affects not only the motor sensations of the articulatory, but also the apparatus.
Motor sensations play an important role in mastering oral speech in deaf children. A hearing child, in case of an error or incorrect pronunciation of a sound, uses auditory control for correction, and a deaf child relies on kinesthetic sensations received from the movements of the articulatory apparatus. Motor sensations for the deaf are a means of self-control, the basis on which speech is formed, especially its forms such as oral, dactyl, mimic (in the classical system of teaching the deaf).
Tactile sensations (sensations of tactile, temperature, motor) in deaf young children are not well developed. They do not know how to use this surviving analyzer. Having received a new object, they begin to manipulate it, which is not essential for the process of touch, or touch its surface only with their fingertips, without using the entire surface of the palm, all fingers. When the auditory analyzer is completely turned off, the tactile-vibration sensitivity sharply intensifies. Auditory and tactile-vibrational sensations are inversely proportional. There are examples in the specialized literature that testify to attempts to use tactile-vibrational sensations in teaching verbal speech to the deaf.
Attention
The full development of mental processes, including all types of sensations, largely depends on certain conditions, among which attention is of particular importance.
Attention is the concentration of a person's mental activity at a given moment in time on some real or ideal object.
In the development of attention normal child and a child with a hearing impairment have much in common. First of all, this is the involuntary attention, which is caused by objects or phenomena that are interesting to the child when exposed to a new, unusual one. Such essential properties of attention as stability, distribution and switchability are poorly developed in preschoolers.
The development of attention in children with hearing impairment occurs in slightly different conditions. First of all, they are deprived of the opportunity to receive sound information as naturally as hearing children; auditory attention is not formed in them from birth. Some compensation for this gap depends on the degree of impairment of the auditory analyzer, the activation of which is possible only as a result of long-term and systematic work on the development of auditory perception. Many children very early notice a concentration of attention to the lips of the speaker, which indicates the search for compensatory means by the child himself, the role of which is assumed by visual perception. A common disadvantage for all young children is difficulty in shifting attention. Their reason, in our opinion, is to preserve long time narrowed field of visual search, until the child begins to master the basic motor functions and more actively get acquainted with the world of things in a wide range.
The deaf are characterized by an unstable state vegetative system, fatigue, impaired motor skills, lability of the emotional sphere. At all stages of schooling, the attentional productivity of deaf students remains lower compared to their hearing peers. The visual analyzer of the deaf takes on almost all stimuli. With the development of protective inhibition in the visual analyzers, the inhibitory process irradiates through the cerebral cortex, capturing other cortical centers. A sharp lengthening of the visual reaction in the deaf by the lunch break and by the end of the day is associated with the onset of general fatigue of the body, i.e., the functional state of the nerve centers decreases.
For deaf schoolchildren, to a greater extent than for hearing students, the productivity of attention depends on the nature of the information presented: letters, numbers, figures, etc. Throughout preschool age, attention stability changes - from 10-12 minutes at the beginning of this age period up to 40 at its end. The highest rate of development of voluntary attention in the deaf falls on adolescence (in hearing people, it is formed 3-4 years earlier).
One of the most important conditions for the mental development of a child is memory. Memory is a cognitive mental process that consists in capturing, preserving and reproducing what was previously perceived. The peculiarity of the development of attention, perception of children with hearing impairments, significantly affects the activity of their memory. Their perception of the environment determines both the ways of remembering and reproducing what they have previously perceived. Since visual perception dominates in children with hearing impairments, this cannot but affect the characteristics of their memory, the most important of which is its visual-figurative nature.
As a result of the disruption of normal communication with the world of those who hear, the assimilation of social experience by deaf children is significantly hampered, and the extensive cognitive material that a hearing child acquires spontaneously, naturally, and relatively easily is given to them under the condition of special training and serious volitional efforts.
Memorization and reproduction of familiar images drawn by students of grades 3-4 with hearing impairment has its own characteristics. In their reproductions, differences from the original are observed: in them, particulars appeared that were absent in the shown image (additions); along with the appearance of a new one, the children's drawings sometimes turned out to be poorer in details (loss of details); sometimes the object was reproduced in a different position than in the original (spatial displacement); objects were reproduced in different sizes. In the deaf, such features of reproducing the memorization of objects are much more common than in hearing peers. More than 70% of the deaf junior classes reproduce the memorized subject with distortions.
Unintentional or involuntary memorization in preschoolers and schoolchildren with hearing impairments is not inferior to their hearing peers. Deaf schoolchildren directly memorize figurative material more successfully than hearing students, since their visual experience is richer. But at the same time, one can find data in the literature that at preschool age the deaf remember the locations of objects worse, at primary school age they confuse the locations of objects that are similar in image or real functional purpose.
Intentional or voluntary memorization has a number of features in deaf children. Deaf schoolchildren of elementary grades use aids for memorization. When memorizing a number of similar objects, the deaf are not good at using the comparison technique. Deaf children under conditions of intentional memorization can use rational logical memorization techniques. Deaf children remember material that is difficult to verbalize worse than hearing children, and only when they are able to use the verbal designation of figures, they managed to achieve the level of memorization observed in hearing people. Deaf people remember objects that are presented to them in parts, not entirely, much worse than hearing peers. It is more difficult for deaf people to mentally recreate the image of a figure without direct perception of the whole figure. When a whole figure is presented, memorization in deaf people does not differ much from memorization in hearing people. There are few differences between the hearing and the deaf in memorizing words from the visual sphere, the deaf are much more behind the hearing in memorizing words denoting sound phenomena, while the hearing, compared with the deaf, remember fewer words denoting the qualities of objects reproduced using a skin analyzer. In the process of reproducing memorized words in hearing and deaf people, one word is replaced by another, close in meaning. However, in deaf children, replacements are rarely complete. Replacements for the deaf are based on external resemblance (angle-coal, trembling-holds); by semantic relationship (brush-paint, earth-sand); by external similarity and semantic relationship (sat-sat, chose-collected). This is explained by the fact that a word for the deaf is not one element, but a combination of several elements, a sequence of syllables, letters in a syllable, the whole image of a word.
When memorizing, omission and rearrangement of letters, syllables can occur, words can merge into one. This is also the result of insufficient dissection of the meanings of words. For deaf students, it is very difficult to accurately memorize a word in a certain grammatical form. When a phrase is played by the deaf, the meaning of the phrase itself very often changes, due to the replacement of words in the phrase, sometimes sentences are omitted or supplemented with new words. The deaf tend to reproduce the phrase exactly in the same sequence in which it was perceived, therefore, when a word is forgotten, the deaf repeat all the words of the perceived phrase in their places, omitting the forgotten word. For a deaf person, a phrase is not always presented as a single semantic unit. Often a phrase is not an integral “object” for a deaf person, but a set of separate words.
Deaf schoolchildren cannot convey the text they read in their own words, they are connected with the text and strive for its verbatim, textual reproduction, and they do not always succeed in this. The desire for literal reproduction of the text cannot be explained only by an insufficient vocabulary.
Imagination
Imagination is the highest cognitive process, which consists in transforming representations and creating new images based on existing ones.
Many deaf students in grades 5-8 cannot be distracted from the specific, literal meaning of the proverb. Difficulties in understanding metaphors, the figurative meaning of words, symbolic expressions indicate an insufficient level of development of imagination and thinking.
Teachers' observations show that the images formed by deaf students in the process of reading fiction do not always correspond to the description. Often this leads to a misunderstanding of the meaning of what they read.
Many deaf students cannot convey in their own words the content of the text (fable) they read, they cannot creatively process the text. In order to convey the content of the text, they learn it by heart. Deaf people can change the plot of the text (fable) on demand, i.e. showed the ability to be creative.
An analysis of children's compositions based on the picture revealed that deaf schoolchildren still have very few statements from the field of auditory sensations. They describe actions in the present tense and do not go beyond what is happening at the moment depicted in the picture. They are shackled by the objects depicted in the picture they are looking at. Students have opportunities for creative rethinking, expressed in the description of some moments that are not depicted in the picture, but which could take place in an imaginary situation.
Thinking
Thinking is a complex cognitive mental process, which consists in a generalized mediated and purposeful reflection of reality, the process of searching for and discovering something new.
The lag in the development of objective and instrumental activity not only affects the formation of the sensory basis, but is also reflected in the level of development of visual thinking in children with hearing impairment.
The study of the state of visual forms of thinking in children with hearing impairment indicates a lag not only in the development of visual-figurative, but also visual-effective thinking. The formation of visual-effective practical thinking proceeds in them with a significant lag in time and with some quantitative and qualitative differences from its formation in normally developing children, despite the presence of general developmental trends.
In deaf children, who master verbal speech much later than hearing children, it is in the development of mental activity that there are significantly more specific features than in other cognitive processes.
Deaf children continue to remain at the stage of visual-figurative thinking for a long time; think not in words, but in images, pictures. In the formation of verbal and logical thinking, a deaf person lags sharply behind a hearing peer, and this entails a general lag in cognitive activity. Studies show that in terms of the level of development of visual-figurative thinking, deaf children of primary and secondary school age are noticeably closer to hearing peers with normal intelligence than to hearing mentally retarded children.
Significant individual differences in the development of their thinking are found in deaf children. About one-fourth of all deaf children have a level of development of visual thinking, corresponding to the level of development of this type of thinking in hearing peers. In addition, a small number of deaf children in terms of the level of development of verbal-logical thinking approaches the average indicators of their hearing peers. However, among the deaf there are also students (10-15%) with a significant lag in the development of verbal-logical thinking compared to what is observed in the majority of the deaf. These children are not mentally retarded, the level of their development of visual thinking is within the age norm of the deaf. A significant lag in the development of verbal-logical thinking is due to the very great difficulties these children have in mastering verbal speech.
For deaf children of primary school age, it is a problem to analyze texts that often do not focus on important details. With age, the quality of analysis in the deaf improves.
In 30% of deaf first-graders, the comparison of two objects turns into an analysis of one of them. In hearing first-graders, a similar feature of comparison occurred in 10% of cases. Deaf children hardly notice the common, similar in compared objects. They talk more about differences. A student of a mass school notes the similarity of the compared objects, the presence of common parts, features in them, and immediately proceeds to search for distinctive properties. It is difficult for deaf schoolchildren of elementary grades to see both the similarity and the difference in the compared objects at the same time: if they see the similarity in the objects, they forget about their difference, and vice versa. This can be explained by the fact that it is difficult for them to consider the same signs from two different angles of view.
Deaf children have difficulty mastering the logical connections and relationships between phenomena, events, and people's actions. They understand causal relationships in relation to a visual situation in which these relationships are clearly identified. Children do not know how to identify the hidden causes of any phenomena, events. They often confuse the cause with the action, with the goal, with concomitant or preceding phenomena, events. They often equate causal relationships and spatio-temporal relationships.
In deaf children, much later than in hearing children (with a lag of 3-4 years or more), a conceptual approach to solving problems is formed. Only at senior school age do deaf children begin to form abstract - conceptual thinking (verbal - logical thinking). By the time they graduate from school, the deaf have not sufficiently formed the methods of constructing logical conclusions.
Psychological features of speech formation in deaf children
In the first months of life, it is not so easy to distinguish a deaf from a hearing child. Like a hearing person, he makes reflex sounds, reacts vividly to bright toys that come into his field of vision, but does not hear the speech of others, does not understand what is said to him, cannot imitate speech, since he does not form associative links between the word as a signal of reality and subject. And the older such a child, the more he lags behind in speech development from the hearer. With careful observation, one can notice that a deaf person at the age of six to eight months does not react to speech, does not fix attention on the subject when pronouncing a word, a question.
Without special training, the speech of the deaf does not develop. And the sooner work on the formation and development of speech begins, the better the results in this direction will be. The acquisition of both oral and written speech in a deaf and hearing child proceeds differently. In the hearer, the mastery of oral speech, as a rule, is ahead of the mastery of written speech. For a deaf person, these processes can run in parallel, and sometimes writing skills are acquired faster than oral ones. The first words and sentences in classical learning are given deaf for general perception in writing on cards. Written speech, despite the difficulties, has some advantages for the deaf over oral speech, since it does not require hearing, but is perceived with the help of vision.
Late-deafened children, with rare exceptions, retain already formed speech. Hearing-impaired people can master speech on their own, relying on residual hearing.
The most difficult thing for a deaf child is to master the grammatical structure of a sentence, the rules of phrases, and the grammatical connections of words. In the independent written speech of the deaf, there are also shortcomings in the logic and sequence of the presentation of events. Deaf children have difficulty planning the material presented. When presenting, they sometimes give a description of particulars, missing the main thing. A.M. Goldberg, characterizing the written speech of deaf children, points to its following features: incorrect choice of words, distortion of the sound composition of a word, errors in the combination of words in a sentence, omissions of words.
Difficulties in understanding written speech by deaf children are noted. N.G. Morozova, studying the formation of the reading process in deaf schoolchildren, points to several steps in understanding what is being read:
1. Understanding the literal meaning of a word, phrase.
2. Understanding the meaning of a phrase, passage.
3. Understanding the basic meaning of what is being read.
Deaf high school students can only achieve the first and second levels of text comprehension. As for the third stage, deaf students cannot reach it on their own, without the help of a teacher.
Deaf students who have mastered dactylology master the sound composition of a word better. They form conditional connections between the sound and dactyl image of the word. But in cases where the pronunciation of a word diverges from its spelling, dactylology can have a negative impact on the assimilation of the sound composition of speech. With a good mastery of the very technique of fingerprinting, fingerprinting has little effect on the rate of oral speech and the continuity of pronunciation. With poor mastery of the technique of fingerprinting, the fusion of pronunciation, intelligibility of speech suffer significantly. Tactile speech is an auxiliary tool in mastering written speech, reading from the lips of the speech of others.
The first facial gestures used by a deaf child are very primitive, natural. Gradually, they become more complex, take on a conditional character, starting to perform the function of communication. Mimic-gestural speech arises on the basis of visual and motor sensations, serves as a means of communication and knowledge of the world around. Mimic signs are not stable enough. Often there are cases when the same concepts are denoted in different groups of the deaf by different mimic signs.
V.A.Sinyak and M.M. Nudelman meets the following classification:
1. Signs based on visual sensations:
a) indicative mimic signs (nose, eyes, chair, closet, he);
b) outlining the contour of an object or emphasizing its characteristic features (star, moon, sailor);
2. Fully or partially imitating an action (go, eat, read).
3. Signs based on tactile sensations (stone, light).
4. Signs based on olfactory sensations (smell, ammonia).
5. Signs based on taste sensations (sweet, salty).
6. Signs based on vibration sensations (thunder, explosion).
7. Signs based on organic sensations (hunger, light).
8. Signs that convey emotional states (sadness, joy, love)
9. Mimic - fingerprints (excellent, fine, rude).
10. Natural signs (no, shut up, I can't).
11. Conventional signs, the origin of which is difficult to establish (yellow, this one).
12. Signs denoting numbers.
13. Translational mimic signs, which are, as it were, a literal translation of new words learned by the deaf in the learning process.
The emotional connotation in a mimic sign is more pronounced than in a word. In facial expressions, the designation of an object, actions and attitudes towards it, as it were, merge and are expressed simultaneously. In facial expressions, due to the figurativeness and concreteness of the thinking of a deaf child, the subject is in the first place, the addition is in the second, and only the predicate is in the third (The boy eats an apple). Sometimes the construction of a sentence in written or oral speech retains all the shortcomings of mimicry and gesture speech: violation of the order of the members of the sentence, omissions of the members of the sentence and service parts of speech, violation of the grammatical connections of words, etc.
Features of the development of the personality of children with hearing impairment
Features of the development of a person with hearing impairment depend on a number of factors: the time of hearing loss, the degree of hearing loss, the level of intellectual development, family relationships, and the formation of interpersonal relationships. The lag in mastering speech leads to the limited social contacts of deaf children, the appearance of frustration in them and their parents. Difficulties in discussing life plans, describing the events of inner life leads to restrictions on social interactions.
Deaf children are less socially adapted than their hearing peers. Deaf children of deaf parents are relatively more socially mature than deaf children of hearing parents. Due to the fact that others relate differently to the deaf than to the hearing, he develops and consolidates specific personality traits. A deaf child notices an unequal attitude towards him and towards hearing brothers and sisters. On the one hand, he feels love, pity, compassion towards himself (as a result of which egocentric traits often appear), on the other hand, he experiences the exclusivity of his position, and sometimes he begins to form the opinion that he is a burden for loved ones.
Deaf children's self-image is often inaccurate, characterized by exaggerated beliefs about their own abilities and how other people evaluate them. In deaf children with deaf parents, self-esteem is more adequate compared to deaf children of hearing parents. Deaf junior schoolchildren with an average level of intellectual development generally have overestimated self-esteem. Hearing-impaired junior schoolchildren with a high intellectual level generally have adequate self-assessments, that is, they generally correspond in terms of the level of personality development to normally developing children of the same age. Deaf and hard of hearing children of primary school age most adequately evaluate their learning activities. To assess this activity, there are objective external indicators - a mark, reliance on which leads to a more adequate analysis of academic success. Hearing-impaired junior schoolchildren evaluate themselves more critically as a student and as a person compared to their deaf peers.
The development of self-esteem and the level of aspirations of deaf schoolchildren goes in the same direction as in the norm. There is a gap between the deaf and the hearing, which is manifested in the situational nature of assessments, their dependence on the opinion of the teacher and others. The level of aspirations of deaf students in educational activities is characterized by high lability (instability), this is especially noticeable in primary school age. With age, the stability of assessments, the level of claims and criticality of deaf children increases.
Deaf children have great difficulties in the formation of moral and ethical ideas and concepts, specific, extreme assessments prevail; it is difficult to understand the causation of emotional states and the isolation, awareness of personal qualities. This interferes with both their adequate assessment of others and the formation of correct self-esteem in such children.
The intensive development of self-consciousness in adolescence is characterized by great originality, which intensifies during the period when a teenager enters adolescence. It is during this period that deaf schoolchildren develop a heightened attitude towards their defect, which is partly painful. Deaf teenagers are more confident and optimistic about the future than their hearing peers. This is especially true for the hearing impaired.
The interests of high school students are mainly grouped around three types of activities: study, work, sports. Studying with deaf high school students is the main interest only in the senior classes. Deaf high school students show the greatest interest in sports activities.
The deaf have more definite life plans, due to the narrowing of the spheres of professional activity. For the deaf, the value of social achievement is less significant.
For deaf adolescents, the top three values in life are a happy family life (72%), a successful professional activity(36.5%), parenting (34.1%); for the hearing impaired - a happy family life (65.6%), success in life (60.8%), successful professional activity (45.6%).
Realizing the importance of learning, deaf students often show no interest in it. The main motive of their educational activity is education. Interest in knowledge itself is relegated to the background. The desire for self-affirmation, self-improvement leads some high school students to an excessive passion for sports, which overshadow all other interests, while others lead to inactivity and dependency.
Integrated Education for Children with Hearing Impairment
On the eve of the third millennium, in the education system of Russia, as well as other countries of the world, the leading positions in the education of children with developmental problems are increasingly occupied by integration. Despite the various difficulties associated with teaching children with developmental disabilities in a mass school, the process of their integration as an experiment or spontaneously is still being implemented. In many countries, there are various models of co-education for children with developmental problems and disabilities. However, these models cannot be completely transferred to the conditions of our country. In Russia, the integration of children with disabilities in a general education school is not a mass phenomenon.
Determining the timing of the start of integrated education is decided individually in relation to each child and at the request of his parents. First of all, it depends on the severity of developmental disabilities. Thus, children with mild disabilities can be integrated into society from early preschool age and included in inclusive education from elementary school. It is expedient to integrate children with more serious impairments (vision, hearing, speech, etc.) into a mass school after primary education, and for children with severe and complex disabilities, education is possible only in a special school.
The integrated education of children with hearing impairment in a regular class of a public school is a relatively new phenomenon for the Russian education system. Until recently, the deaf and hard of hearing found themselves in mass institutions quite rarely and to a certain extent by accident. It was either forced, and therefore ineffective integration associated with special socio-economic and cultural conditions, or integration into the environment of the most gifted children with hearing impairments who had regular corrective assistance and educational support from parents or tutors. Today, the process of integrating children of this category into mass children's institutions is steadily expanding and is acquiring the character of a stable trend in the educational space of the country.
Parents of deaf and hard of hearing children choose to attend public schools due to various reasons:
Lack of sufficient information about the system of special education for a child with hearing impairment;
the prestige of a child with a hearing impairment in a public school;
an objective assessment of the readiness of a child with a hearing impairment to study in a public school;
unwillingness to send the child to a residential institution.
Currently, the possibilities of integrating deaf and hard of hearing children of preschool and school age are being studied, various forms stay of children in mass preschool institutions and schools.
Temporal integration involves the participation of children with hearing impairments along with those who hear in walks, holidays, and some activities. Particular importance in this form of integration should be given to the preparatory work carried out by teachers, both a special group and a mass one. It consists in preparing for the meeting of children of two groups and is associated with the manufacture of games, didactic aids. Deaf and hearing children participate in general classes on topics of interest to them, in staging fairy tales, puppet theater performances. To strengthen the links, it is advisable that the special group be associated with the regular group, and the links between them should be systematic.
Partial, or fragmentary, integration is focused on the stay of a child with hearing loss in the first half of the day in a special group, where frontal and individual lessons are held, and in the afternoon - in a group of hearing children. With this form of integration, it is desirable to have no more than two children in the usual group. The deaf teacher of the special group works with the educators of the regular group, identifies the difficulties of the child with hearing impairment, gives recommendations to the educators, and in the course of the lessons he works out the speech material that is difficult for the child.
The combined form of integration is recommended for children with good level speech development: owning phrasal speech, understanding addressed speech. With this form of integration, the child visits a group of hearing children throughout the day, the teacher of the deaf conducts individual classes with him on the development of speech, the development of auditory perception, and the correction of pronunciation skills.
Full integration presupposes the constant stay of the child in a mass kindergarten, where general requirements are imposed on him, without discounts for his poor hearing.
Deaf and hard of hearing children studying in a mass institution should receive assistance aimed at correcting pronunciation, developing auditory perception, expressive and impressive speech. Help can be permanent, then it is in the nature of regular remedial classes. One thing is indisputable: the lack of corrective support (especially in the lower grades) will not allow the maximum realization of the rehabilitation potential of a deaf student integrated into a mass school, which will create serious problems for him in obtaining a full-fledged education on a par with hearing classmates.
Consider the conditions necessary for the full-fledged education of a child with hearing impairment in a mass kindergarten.
1. Integrated education in a preschool institution can be recommended for deaf and hard of hearing children with a high level of general and speech development.
This form of education may be appropriate for children who are hard of hearing with a mild degree of hearing loss and who are fluent in speech. These preschoolers, depending on the level of general and speech development, attend counseling classes more or less frequently and are under the control of a teacher of the deaf. Visiting mass kindergartens can also be recommended for late deaf children, i.e., those who lost their hearing at the age of three or four years, when their speech was already formed. Initially, their oral speech is no different from the speech of hearing children, but they experience significant difficulties in perceiving and understanding the speech of others. With these children, immediately after they lose their hearing, the teacher of the deaf must carry out special work.
Regardless of the degree of hearing loss, it is possible to place a child in a mass preschool institution if he has speech that provides communication with children and teachers. The child should be able to participate in a dialogue: answer questions, express their requests, desires, ask questions, and in case of misunderstanding of the interlocutor, be able to ask him again, ask to clarify what was said. His oral speech should be sufficiently legible and understandable to surrounding children and adults. The child must be able to use hearing aids, understand the speech of others, perceiving it on an auditory-visual basis. A deaf or hard of hearing child at the age of four or five years can be able to read and understand short texts of stories, fairy tales, and poems that are close in subject matter. The definition of a child in a mass preschool institution also depends on the level of physical development and state of health, cognitive development. Great importance have personal properties of the child, especially such as activity, independence, initiative, which positively affect the development of communication with other children and teachers.
2. Readiness of a mass preschool institution to work with a child with hearing impairments.
The presence of a child with a hearing impairment in the group of a mass preschool institution requires attention from educators, readiness, together with parents, to share responsibility for his upbringing and education, preparation for school. The most important thing is the psychological readiness of the group teacher to work with the child, the desire to help him and his parents, to make the stay of a hard of hearing child in the group useful and interesting for him. Prior to placing a child in a group, a preliminary conversation with the parents, acquaintance and communication with the child is necessary. The teacher needs to get the maximum information about the child: about the degree of his general development, speech characteristics, hearing status, personality traits. It is important to have information not only about the problems experienced by the child in connection with hearing loss and speech impairment, but also about his playing interests, favorite activities, etc. We can conditionally distinguish several areas of activity of the educator, in whose group there is a child with hearing impairment. This is, firstly, work with the hearing children of the group and their parents; secondly, the creation of conditions for a child with hearing loss; thirdly, ensuring the active participation of a hard of hearing child in all activities and communication with children; fourthly, work with the parents of a child with hearing impairments. The degree of comfort of a child in kindergarten depends largely on the attitude of other children towards him, the relationship that develops between them. The educator should help the hard of hearing child get used to the team of hearing children, organize and support their joint activities. Hearing children need to be explained that the child does not hear well, that he has a hearing aid that helps him listen. It is advisable to warn children that it is necessary to speak in a normal voice, not to shout, not to whisper, but to speak in such a way that a child who is hard of hearing can see the face. Children should be encouraged to communicate with a deaf or hard of hearing child, to help him if he does not understand something. It is advisable to inform the parents of hearing children about the presence of a child with hearing loss in the group, because they indirectly influence the relationship of their children with this child. The teacher of the mass garden group also needs to take into account a number of points. It is necessary to think about where the child with hearing loss will sit so that he can clearly see the faces of the teacher and other children. During classes, games, entertainment, you need to ensure that a child with hearing loss does not end up behind the backs of other children, sees what is happening well. The teacher must remember the requirements for his speech: use a voice of normal volume, speak naturally, at a normal pace. The teacher must know the basic rules for using a hearing aid: how to help the child put the hearing aid on, turn it on, turn it off, change the battery. Parents should inform the caregiver at what distance the child hears speech with and without the device, so that the caregiver can take this into account when communicating with the child. In a mass kindergarten, it is important to ensure the participation of a child with hearing loss in classes and all activities. The educator needs to monitor the participation of a hearing-impaired child in communication: start communicating with children, making sure that a child with hearing loss looks at the children, perceives their speech. In order to make sure that he understands the questions and tasks well, sometimes you need to ask him to repeat the task or question, to retell it to another child. In the course of classes, it is important to involve the child in doing work in tandem with his peers, in a group of several people - to ensure that the child does not work in silence, but participates in a dialogue on an equal basis with other children. In games, you need to try to entrust him with different roles, including the main ones. The teacher works with a hard of hearing child in close contact with his parents. It informs parents about the child's behavior in the group, participation in classes, games and other activities; characterizes progress in development, reports on the difficulties that have arisen. In some cases, the teacher asks the parents to familiarize the child with some texts in advance, which may be difficult to understand due to the vocabulary unfamiliar to the child. After classes, the teacher writes down the words, phrases that caused difficulties, asks the parents to clarify their meaning. If some task causes difficulties, then parents also help the baby to complete it at home. The educator should strive to involve parents in participation in activities common to the parents of all children (meetings, lectures, holidays, exhibitions), without putting them in a separate position.
...Similar Documents
The main characteristics of working with children with hearing and intelligence impairments. Tasks of correctional and pedagogical work and its directions. Features of the organization of pedagogical assistance and extracurricular work with children with hearing and intelligence impairments.
thesis, added 10/14/2017
Acquaintance with the features of the development of visual activity of preschool children with hearing impairment. Consideration of the content of correctional and pedagogical work on teaching plot drawing to children of senior preschool age with hearing impairments.
thesis, added 10/14/2017
Hearing and its great role in the intellectual and speech development of the child. Clinical-psychological-pedagogical characteristics of children with hearing impairment. Tasks of correctional and pedagogical work and its main directions. Organization of pedagogical assistance.
abstract, added 07/24/2009
Parental reactions to the birth of a child with hearing impairment, parenting strategies and relationship problems in families with such children. Goals, objectives, stages of work with families raising children with hearing impairment, forms and features of assistance to them.
term paper, added 09/27/2013
Psychophysiological features of children with hearing impairment. Social and psychological-pedagogical work with disabled children and their families in the Republic of Belarus. Features of psychological and pedagogical work with a family raising a child with hearing impairment.
term paper, added 10/28/2010
Possibilities of including a child with a hearing impairment in co-education, features of an adequate educational environment, methods of required correctional assistance. Positive and negative aspects of the educational integration of children with hearing impairment.
term paper, added 12/09/2014
The development of motor activity in children with normal hearing and with hearing impairments. The study of the level of development of motor activity in children of senior preschool age with hearing impairment. Development of measures for correctional and pedagogical work.
thesis, added 10/25/2017
Psychological and pedagogical features of the development of children of primary school age with hearing impairment. Conditions for the formation of communication skills of junior schoolchildren with hearing impairment. Methods and techniques used to form communication skills.
term paper, added 08/11/2014
Characteristics of children with hearing impairments. The current state of education of deaf and hard of hearing preschoolers. The main problems and features of the development of the system of special preschool education for children with hearing impairment in the Krasnoyarsk Territory.
thesis, added 02/18/2012
Methods for studying the features of speech hearing in older preschool children with cochlear implantation. Provision of medical and pedagogical assistance to a child with hearing impairment, methods of rehabilitation. Psychological and pedagogical characteristics of children.
Currently, the problems of educating and educating children with hearing impairments are becoming increasingly important. To date, the processes of education and upbringing of children with hearing impairments included in general educational institutions are expanding. Children with hearing impairments studying in general education classes ,
for communication with others and successful learning, it is necessary to constantly use a hearing aid, special systematic corrective work with a deaf teacher and a speech therapist. Such a joint - deaf pedagogical and speech therapy - impact allows to increase the efficiency of correctional work. The development of auditory perception in such children is one of the most important components of the success of their education and is not limited only to school. This work is carried out at home, in the family and is organized by the teacher. During all years of study, medical prevention and therapeutic measures are necessary (including specific medication, physiotherapy, special physiotherapy exercises and etc.).
Psychological and pedagogical correctional work with such children in educational institutions is built taking into account the problems that hearing impairment causes.
Download:
Preview:
Department of Education and Science
Bryansk region
State Autonomous Vocational Educational Institution "Bryansk Construction and Technological College named after L.Ya. Kucheev"
241012, Bryansk, Institutskaya st., 141, tel. (fax) 57-71-71
Methodical message on the topic:
"Peculiarities of working with deaf and hard of hearing children"
Prepared by:
master of industrial training
GAPOU Bryansk Construction and Technology
College named after L. Ya Kucheev
Yaskov Vladimir Vladimirovich
Bryansk 2016
1. Introduction
2. Characteristics and psychophysical characteristics of children withhearing impairments.
3. Features of the cognitive sphere.
4. Methods and techniques for working with children with hearing impairment, recommended for teachers and specialists of educational institutions
5. List of references
Introduction
Currently, the problems of educating and educating children with hearing impairments are becoming increasingly important. To date, the processes of education and upbringing of children with hearing impairments included in general educational institutions are expanding. Children with hearing impairments studying in general education classes,
for communication with others and successful learning, it is necessary to constantly use a hearing aid, special systematic corrective work with a deaf teacher and a speech therapist.Such a joint - deaf pedagogical and speech therapy - impact allows to increase the efficiency of correctional work. The development of auditory perception in such children is one of the most important components of the success of their education and is not limited only to school. This work is carried out at home, in the family and is organized by the teacher. During all years of study, medical prevention and therapeutic measures are necessary.(including specific medication, physiotherapy, special physiotherapy exercises, etc.).
Psychological and pedagogical correctional work with such children in educational institutions is built taking into account the problems that hearing impairment causes.
Characteristics and psychophysical characteristics of children withhearing impairments.
There are two main groups of children with hearing impairments:
Deaf - children whose hearing impairment does not allow them to naturally perceive speech and master it independently. Depending on the state of speech, children without speech were distinguished among the deaf - early deaf, born with a hearing impairment or who lost their hearing before the onset of speech development. The second category - children with speech - late deaf, who lost their hearing during the period when their speech was formed.
hearing impaired - children with partial hearing impairment, in which independent speech development is possible, at least to a minimal extent. The state of hearing of hearing-impaired children is quite diverse: from a slight impairment in the perception and understanding of whispered speech to a sharp limitation in the perception and understanding of speech at conversational volume.
Depending on the state of speech, two categories of hearing-impaired children are distinguished:
- hearing-impaired children with severe underdevelopment of speech (single words, short, incorrectly constructed phrases, gross violations of the lexical, grammatical, phonetic structure of speech);
- hearing-impaired children with a slight underdevelopment of speech (they have a detailed phrasal speech with slight deviations in the grammatical structure, phonetic design).
There is a medical classification of hearing impairment, in which I, II, III and IV degrees of hearing loss (hearing loss) and deafness are distinguished.
It should be understood that hearing impairment is not just a quantitative decrease in the possibility of auditory perception, but qualitative irreversible persistent changes in the auditory system that affect the entire mental development of the child. This is explained by the role of hearing in human development.
Hearing impairment (primary defect) leads to underdevelopment of speech (secondary defect) and to a slowdown or specific development of other functions associated with the victim indirectly (visual perception, thinking, attention, memory), which inhibits mental development in general.
The mental development of a child with hearing impairment occurs in special conditions of limited external influences and contacts with the outside world. As a result, the mental activity of such a child is simplified, reactions to external influences become less complex and diverse.
The components of the psyche in children with hearing impairments develop in proportions different from those in hearing children:
- disproportion in the development of visual and conceptual forms of thinking;
- the predominance of written speech over oral;
- underdevelopment of some perceptual systems, while others are relatively intact (skin sensitivity is preserved, with proper training and education, visual perception develops and auditory perception is formed);
- changes in the rate of mental development compared with normally hearing children: a slowdown in mental development some time after birth or after hearing loss and acceleration in subsequent periods under adequate conditions for training and education.
Thus, hearing impairment leads to peculiarities in the development of the cognitive and personal spheres. When working with children with hearing impairments, the teacher needs to know and take into account the characteristics of the cognitive and personal spheres that are characteristic of them.
Features of the cognitive sphere.
features of attention.
- reduced attention span - children with hearing impairments can take in fewer elements at once;
- less stability, and, consequently, greater fatigue, since information is received on an auditory-visual basis. A hearing student during a lesson/lesson changes analyzers - when reading, the leading visual analyzer, while explaining the material - auditory. A child with a hearing impairment does not have such a shift - both analyzers are constantly involved;
- low switching rate: a child with a hearing impairment needs a certain time to complete one educational activity and move on to another;
- difficulties in the distribution of attention: a schoolchild with intact hearing can listen and write at the same time, a child with hearing impairments experiences serious difficulties.
memory features.
- figurative memory is better developed than verbal (at all stages and at any age);
- the level of development of verbal memory depends on the volume of the vocabulary of a child with hearing impairment. The child needs much more time to memorize educational material; in almost all degrees of hearing loss, verbal memory lags far behind.
Features of thinking.
- children with hearing impairments in elementary school may have a predominance of visual-figurative thinking over verbal-logical;
- the level of development of verbal-logical thinking depends on the development of the speech of a hard of hearing student.
Features of the personal sphere.
Features of the development of the emotional sphere.
- a hard of hearing child does not always understand the emotional manifestations of others in specific situations, and, therefore, cannot empathize with them;
- a child with a hearing impairment cannot differentiate subtle emotional manifestations for a very long time, and in adolescence this becomes especially pronounced.
Interpersonal relationships.
- for a hard of hearing student, the teacher plays a significant role in the formation of interpersonal relationships (in the formation of classmates' assessments and self-esteem) for a long time, up to the senior classes;
- in deaf and hard of hearing children unreasonably long persist inflated self-esteem. This is explained by the fact that from an early age they are in the zone of positive assessment of their achievements by adults;
- possible manifestation of aggressive behavior associated with a real assessment of the capabilities of a child with hearing impairment by the teacher and classmates;
- priority communication with the teacher and limiting interaction with classmates;
- “non-aggressive aggressiveness” - the use of non-verbal means by a child with hearing impairment to attract the attention of an interlocutor (grab the hand, tap on the shoulder, come very close, look into the mouth of a peer, etc.), which is perceived by hearing people as a manifestation of aggressiveness.
Features of communication with other people.
- it is easier for a child who is hard of hearing to perceive the speech of others if he sees the face of the speaker well;
- often erroneous answers or difficulties in the answers of children are caused by ignorance of the lexical meanings of individual words, unfamiliar wording of the statement, unusual articulation of the interlocutor;
- when answering the question: “Is everything clear?” a child with a hearing impairment is more likely to answer in the affirmative, even if he did not understand him;
- it is difficult for a child with hearing impairment to perceive and understand a long monologue;
- experiences significant difficulties in a situation of dialogue;
- a child with a hearing impairment has psychological barriers in communicating with those who hear.
Timely organized medical correction of impaired hearing and psychological and pedagogical support can largely compensate for deviations in the mental development of deaf and hard of hearing children.
Methods and techniques for working with children with hearing impairment, recommended for teachers and specialists of educational institutions.
The most specific in teaching children with hearing impairments are the methods and techniques aimed at the formation of speech and language learning. The issue of formation and improvement of all aspects of speech in children with hearing impairment is one of the most important in inclusive practice. The development of the speech of children with hearing impairments has a number of features due to its difficult, inferior hearing perception.
Bibliography
- Yann P.A. Education and training of a deaf child: Deaf pedagogy as a science: textbook. allowance: per. with him. M.: Academy, 2003.
- Solodyankina O.V. Raising a child with disabilities in the family. – M.: ARKTI, 2007. – 80 p.
- Soroka, V.M. Special psychology. - St. Petersburg: Speech, 2003. - 216 p.
Natalia Lozhenko
The system of correctional and developmental work with children with hearing impairment
At present, among the pupils of preschool educational institutions, the number of children with complex (complex) developmental shortcomings. In our kindergarten there is a group of a combined type for children with hearing impairments.
Flaws hearing in a child lead to a slowdown in mastering speech, to the perception of speech on distorted hearing. The options for the development of speech in hearing-impaired children are very large and depend on the individual psychophysical characteristics of the child and on the socio-pedagogical conditions in which he is, brought up and trained.
Correctional and developmental work, with hearing impaired children is built taking into account the following regulatory documents:
Convention on the Rights of the Child
Declaration on the Rights of the Child
Declaration on the Rights of Persons with Disabilities
Guarantees of the rights of the child
Constitution of the Russian Federation
Order on the implementation of GEF DO
AT work, we use the following programs:
Main -
The program of education and training of children in kindergarten. From birth to school, ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva;
"The program of education and training of hearing-impaired preschoolers with complex (complex) developmental disorders» ed. Golovchits L. A.
Partial -
“Exemplary Core Education Program for Children with Severe speech disorders» ed. L. V. Lopatina
"Program correctional and developmental work in speech therapy group kindergarten for children with OHP 3-7 years old "N. V. Nishcheva;
"Program corrective-developing upbringing and education of preschoolers with mental retardation, ed. S. G. Shevchenko
System of correctional and developmental work built taking into account the tasks of preschool education, the patterns of development of preschool children, the characteristics of the mental development of children with complex violations development at the age of 4-5 years, due to the nature and structure violations; requirements of the Federal State Educational Standard.
Correctional and developmental work should ensure the integrity, complexity, and comprehensive development of the child.
Correctional- developmental influence is carried out through correctional complex, which consists of 5 blocks:
Block 1 - diagnostic - primary examination, systematic stages of specialist observation of the dynamics and correction mental development.
Includes:
psychological aspect - the study of the level of mental, speech, motor development; features of gnosis and praxis; inter-analyzer interaction; space-time relations; the nature of the voluntary activity of a preschooler.
pedagogical aspect - identification of difficulties in the formation of ZUNs, determination of the stage at which these difficulties arose, determination of the conditions for overcoming them.
2 block - corrective- developing - is correctional impact on the educational and cognitive activity of the child in the dynamics of the educational process.
Block 3 - analytical - provides interdisciplinary interaction of specialists, allows you to evaluate the effectiveness corrective action
Block 4 - consultative, educational and preventive - providing assistance to teachers and parents in matters of education and upbringing of the child.
5 block - organizational and methodological - work with the documentation.
Our combined view group consists of 12 pupils: 4 children with hearing loss, 2 - OHP, 6 - norm.
Work system built according to load and schedule work. (network of classes)
When organizing corrective- pedagogical process in the group
the features of the psychophysical state are taken into account
pupils and pay attention to external signs fatigue: depression, lethargy, irritability or irritability, etc.
In order to prevent overwork in children, we alternate
activities requiring mental effort from children, with activities
physical culture - health and aesthetic cycle, including active motor activity of children. In the middle of each class, we have a physical activity.
During the day, we need to provide a balanced
alternation of specially organized classes, unregulated activities and recreation for children.
Individual and subgroup work with children every day.
In individual lessons, material from different sections is taken out work, causing the greatest difficulties for each of the pupils of the group. Classes in different sections of the Program alternate. For example, one-to-one developmental sessions may alternate during the week. auditory perception and teaching pronunciation with classes on the development of speech and the formation of elementary mathematical representations. The need for individual work for certain sections of the Program is determined by the teacher - defectologist, depending on the level of assimilation of pupils of the program material
All Work is carried out in close cooperation of the teacher-defectologist with educators.
"Speech development" is one of the leading corrective work system, since its tasks are related to overcoming the specific for hearing-impaired children violations speech and verbal communication. Main tasks are: development of language ability; vocabulary accumulation and work on the meaning of the word.
Important corrective tasks are solved in the process of development auditory perception and teaching pronunciation, the purpose of this work is the formation of skills of perception and reproduction of oral speech. Work on the development of auditory perception in deaf and hard of hearing preschoolers is aimed at the development of residual hearing: children learn to perceive on hearing speech material and non-speech sounds.
Pronunciation training suggests: creating a need for oral communication; formation of oral speech close to natural sounding;
Just like their normally developing peers, children with hearing impairments master systematized elementary ideas about the quantity and number, size and shape, about the spatial properties and relationships of objects, counting and measuring skills in the classroom on the formation of elementary mathematical representations.
Particular importance is attached to learning the game. The formation of gaming activity involves the development of interest in games, learning to act with toys, the formation of role-playing behavior, the ability to use substitute objects and imaginary objects and actions, the ability to reflect the actions of people and their relationships in games, expand and enrich the plots of games.
An important task associated with artistic and aesthetic development is the sensory education of children. During the learning process, a systematic systematic development various kinds perception: visual, tactile-motor, motor. In the classroom for fine arts and design, in free activities, in the family, targeted training in drawing, modeling, appliqué, and design is carried out.
In the process of labor education of preschoolers with hearing impairment interest in the work of adults develops, there is an introduction to elementary labor activity. Cognitive and social development preschoolers occurs in the process of purposeful work.
Of particular importance in the process correctional and pedagogical work with hearing-impaired preschoolers acquires a musical education. Here tasks corrections and compensation for shortcomings in the development of children are solved with the help of such means as the formation of music perception, vocal-intonation development of the voice, development of the rhythm of movements and speech. Musical education contributes to the emotional and aesthetic development of children, the development of their emotional responsiveness and sensitivity.
In addition to classes, every morning the guys do breathing exercises according to Strelnikova, articulation exercises, su-jok therapy.
Morning gymnastics and sports and health games are mandatory.
Outdoor activities, outdoor games, occupational therapy.
In our group, there is also a circle Work:
"Shovels"- logarithmics
"Paper Magic"- origami
"The Adventure of Traffic Light"- traffic rules
We are currently running project work"Visiting a fairy tale".
Even though hearing impaired children have their own characteristics, they experience significant difficulties in communicating with the world around them, they take an active part in all activities held in kindergarten.
