Common problems in family rehabilitation of hearing-impaired children

First, how to overcome the psychological barriers of hearing-impaired children

At present, some parents of hearing-impaired children have two incorrect attitudes towards hearing-impaired children. One is the attitude of disliking, not caring and not educating, which is a minority. One is to spoil the hearing-impaired children too much and give them whatever they want. Their psychology is that their children have physical defects, suffer from hearing loss, are taken special care of by their parents, and their mood is understandable. However, overindulgence will make hearing-impaired children lack all the ability to live independently from childhood, which is also unfavorable to rehabilitation training.

Whether hearing-impaired children can stand on their own feet from childhood and get good education and training is related to how they will live, study and work in the future. Overindulgence and hearing-impaired children lack confidence in life, have a bad temper, lack enterprising spirit in life and rely heavily on ideas when they grow up. In order to make the hearing-impaired children develop morally, intellectually and physically in an all-round way and put them in a good psychological state, parents should pay attention to overcoming their psychological obstacles.

We should make full use of the unique physiological advantages of hearing-impaired children, such as strong observation and quickness, that is to say, hearing-impaired children have developed thinking in images. When helping and educating hearing-impaired children, we should not only see the superficial phenomena of things, but also make them gradually learn to observe the inner essence of things. It is also necessary to cultivate an interest of hearing-impaired children from an early age and prepare for future vocational rehabilitation training. We should do everything possible to protect the eyesight of hearing-impaired children, and the protection of eyesight is particularly important for hearing-impaired children.

Second, listening and listening ability (listening and speaking ability)

In our daily life, listening ability and listening ability are generally referred to as "listening". However, in audiology, these two concepts should be separated.

In the past, we affirmed the effect of acupuncture on deaf-mutes, which was due to the general use of the word hearing, and mistakenly confused the effect of training with the effect of acupuncture, and attributed the effect of training to the success of acupuncture.

Listening is the ability of hearing organs to feel sound. For example, 85 decibels can be heard, and 7 decibels can't be heard; 85 decibels of sound can be heard at a certain frequency, but not at another frequency; You can hear drums, but you can't hear triangle bells. These are all manifestations of hearing, that is, the degree of perception of different sounds by the human ear. Normal people's audible range is: 2-2, Hz can be heard from -13dB, and they can't stand the sound of 13-14 dB.

Listening is only an attribute of feeling things' sounds, and it doesn't include the discrimination and understanding of sounds. It can't be improved through training. It can only be compensated appropriately by enlarging the sounds with auxiliary equipment and reducing the distortion as much as possible. Compensation for hearing is like wearing nearsighted glasses, which should be matched according to the specific situation of hearing loss in order to obtain the best compensation effect.

Listening ability is the ability to perceive sound on the basis of listening. It is a comprehensive reflection of all or part of various attributes of vocal things (such as speech), including the ability to perceive, search, analyze, synthesize, distinguish, appreciate, evaluate, recall, associate and store sounds. Listening ability is acquired, and it is acquired in the process of training and use.

Although listening ability is based on listening (listening ability is impossible without listening), it is related to the function of the relevant analyzer for hearing needs, to people's knowledge and experience, and to people's intelligence and psychology. In other words, it is closely related to human brain function. From this point of view, auditory energy can be directly compensated by other analyzers, or compensated by other analyzers, and can be improved by the function of brain.

That is to say, although listening can't be improved, it can be improved and improved through training and using listening ability. If a hearing-impaired child with poor hearing can get good compensation and good training, his hearing ability may surpass that of a hearing-impaired child with good hearing and lack of training, and he may learn the spoken language well.

and this kind of compensation and training should emphasize the early stage. This is the value of making full use of residual listening.

third, compensation and compensation

in the process of education and rehabilitation of disabled children, we often come into contact with the words compensation and compensation.

compensation is to make up for the loss and defect. Such as myopia, with myopia glasses to make up for their lack of vision; Put on a prosthetic limb; Hearing impairment using hearing AIDS, etc., this is called compensation. In addition to the use of assistive devices, other factors such as physiology and psychology can also be compensated for disability compensation. For example, in some cases, when people can't hear something clearly, they often look at the mouth of the speaker (such as the speaker), so that they can hear it clearly. This is because vision helps hearing to analyze and synthesize, which makes up for the lack of hearing. In addition, people's mood, interest and motivation are all related to the hearing effect, and familiar things are easy to distinguish, and knowledge and experience can also compensate for hearing defects.

Compensation is also a form of compensation, that is, if the structure of an organ is diseased or loses its function, it will be replaced by a healthy part of the original organ or other organs in order to compensate for its lost function. For example, we usually say that the blind "use hands instead of eyes" (touch with hands instead of vision to understand things), and the deaf "use eyes instead of ears" (see words) is just that. Of course, this kind of compensation is only a compensatory functional substitution, which cannot be completely replaced. It is difficult to distinguish words with similar mouth shapes from words with insignificant mouth shapes by replacing ears with eyes. It is impossible to appreciate the gorgeous colors by "replacing eyes with hands". Nevertheless, for the disabled, functional compensation still has its advantages that cannot be ignored.

people's survival should adapt to environmental conditions. The loss of the function of an organ will inevitably lead to an increase in the use of related organs to help the organs that have lost their function. More use strengthens the developed function, promotes the full play of the potential function of this organ, and makes it surpass ordinary people, forming the advantage of compensatory function. The training and utilization of compensatory function is an important part of rehabilitation and education for the disabled.

Fourth, conceptual understanding errors

A hearing-impaired child learned the word "airplane" from a picture, and even saw an airplane in the distance by chance, he could say the word "airplane". In this case, the parents thought that he had really mastered the word, but one day, he mistakenly called the fly an airplane. It turns out that in his mind, the plane can fly a little bit, which is a conceptual understanding error.

This kind of mistake is easy to make. For example, using a picture card with Tiananmen Square to teach hearing-impaired children the word "Tiananmen Square", there are Tiananmen Square, Chinese watches, red flags, lanterns, viewing platforms, slogans and portraits on the screen. In parents' minds, the concept of Tiananmen Square is very clear. However, hearing-impaired children do not have such a concept. They may regard red flags, Chinese watches or lanterns as Tiananmen Square. In order to avoid similar mistakes, first of all, we should not choose those overly abstract nouns to teach; Secondly, it is best to use physical objects as teaching AIDS. If pictures are used, it is best to prepare two different ones for the identification and comparison of hearing-impaired children.

In addition, hearing-impaired children tend to limit the concepts of words they learn, such as calling "mother" only to their own mother and "car" only to their own toy car. We should pay attention to such problems in language training. Try to give him a complete and accurate concept from the beginning. For example, when teaching the word car, we should put all his toy cars together, and take him to the street to see all kinds of cars after learning the word.

5. Create an environment for exchanging information by language, and avoid learning instead of using

The purpose of our language training is to make hearing-impaired children communicate by language, but many hearing-impaired children can understand many words and pronounce hundreds of words, but they never take the initiative to use language. The main reason for this problem is that hearing-impaired children can't integrate training with real life. He thinks that learning a language is just to play with parents and children during the language training time; Listen to them and follow their orders, or imitate their pronunciation. I never knew that learning a language was to use it. The solution to this problem is to gradually break the boundary between training time and non-training time, so that there is life content in training time and training content in non-training time.

In addition, more verbs should be taught. Because it is difficult to use nouns alone, verbs can. In particular, the collocation of nouns and verbs can form many sentences with different meanings. After learning more, hearing-impaired children will naturally have the ability to make sentences spontaneously. The ability to make sentences spontaneously is a great leap in the process of language training for hearing-impaired children. Because it means that hearing-impaired children can enter the stage of language perfection soon.