Hearing impairment is the most essential disability of deaf children. After wearing a hearing aid, deaf children hear a sound, but they don't know what it is, what it means, and how to distinguish it. Therefore, it is necessary for our parents to understand the methods of hearing training for deaf children and take hearing training as the primary task.
We call listening training listening training.
First of all, why do you want to give hearing training to deaf children? Because deaf children can't hear or hear very little for a long time, their hearing function is in the most primitive and naive state. Listening training is to make full use of the residual hearing of deaf children and awaken their hearing. Research experiments show that deaf children's mastery of language is directly proportional to the effect of listening training. Generally speaking, the more voices they hear, the stronger their voice resolution and language understanding.
There is a phenomenon here. When we write a contact list for parents, it includes listening and language training, while our parents only do language training. In fact, this practice is extremely wrong. Listening training is as important as language training. We should attach importance to listening training, and the younger the child, the more we should strengthen listening training.
Let's talk about the contents and methods of listening training for your reference.
Listening training is roughly divided into two steps: one is listening training, and the other is voice discrimination training.
Listening training also includes adaptive training of wearing hearing AIDS in the early stage. First of all, pay attention to the minimum volume when wearing it for the first time, and then adjust it to the appropriate gear after getting used to it. Listen to the bright sound, choose a tape with clear timbre and slow rhythm for the child, let the child touch the speaker of the tape recorder, and let the child feel the existence and vibration of the sound. The time to wear a hearing aid is short and long. For example, it can be worn for 3 hours at first, and then it is increased to 4 hours and 5 hours until the child likes to wear it.
In addition, parents can also provide some loud stimuli, and listen to the sound of cutting vegetables and cooking, the horn of cars on the road, the bell of bicycles and the noise of crowds on the premise that deaf children can bear it, thus establishing the hearing habits of deaf children.
This is about listening training, focusing on sound discrimination training. This is our parents' weak link. Sound discrimination training is to help deaf children distinguish different sounds, especially language and its representative meaning, and to cultivate deaf children's auditory orientation, auditory discrimination and auditory memory. It includes two aspects: (1) preliminary sound discrimination training, including the recognition of sound size, presence or absence, length, rhythm, height, direction and natural environment.
(1) Identify the presence or absence of sound. Prepare tape recorders, tapes and headdresses for small animals.
Methods: Play a relaxing music, parents and children put on the headdress of small animals together, and the small animals are walking and crawling. After the music stops, the small animals also stop moving, squat down or pretend to sleep, and remind the children to pay attention to the sound at any time during the activity. When children understand the rules of the game, older children can prepare a drum, the teacher can demonstrate, raise their hands when they hear the sound, and then train with their backs.
(2) Distinguish the length of sound.
Prepare whistle and colored paper, cut this paper into pieces of paper with different lengths, and guide deaf children to listen to the long and short whistle first. Parents' meeting will demonstrate that when you hear the long whistle, put the long paper aside, and when you hear the short whistle, put the short paper aside. In this process, they can also conduct language training for children and teach them to say the words "long" and "short". But don't deliberately emphasize clarity, just understand the meaning.
Another way is to prepare a harmonica and a small animal headdress for parents to demonstrate. Hearing the harmonica, parents put on the headdress of small animals and began to dance until the music disappeared. Do it twice and then draw the route of these two jumps with chalk. Compare which line is longer and which line is shorter. When the children understand the rules of the game, let them do it, and then they can exchange roles. Let children play the harmonica and exercise the ability to control breathing.
(3) The number of times the sound is recognized. Just prepare pictures of drums or gongs, kittens fishing or lambs grazing. Guide the deaf children to listen and tell them that the lamb is going to eat grass. At first, parents can beat drums and let their children draw a grass. When they are familiar with it, they can exercise their children's ability to remember sounds. Knock the drums several times in a row and let the children draw some grass. The number of drums ranges from less to more. Knock twice and then knock three times, it will take a long time to complete this appraisal, which requires our parents to have certain confidence and patience.
(4) Identify the direction of sound. Preparation: electric toys guide deaf children to listen to the sounds made by toys. When they are familiar with it, parents can put toys in any corner of a quiet room, blindfold their children and let them find toys along the direction of sound. If the child doesn't finish well, the parents will demonstrate again and again. In order to increase the fun of the game, you can change toys. Another way is to choose several parents that children are familiar with, such as father, mother, grandfather and grandmother. After covering their children's eyes with towels, these parents called the deaf children's names from different directions, so that the deaf children could find out who called themselves.
(5) Identify the sound rhythm. Including the speed of sound and so on. Sound speed, preparation: two drums and music with strong rhythm contrast. Finger dolls guide deaf children to move quickly when they hear fast sounds, and vice versa. Or run and walk instead of finger dolls. When hearing fast-paced music, deaf children make running movements, and when hearing slow-paced music, deaf children make walking movements. Sound level, ready: drums, whistles. Two nails were nailed to the wall, and there was an iron ring. Hearing the drums (which are low-frequency sounds), deaf children signal their children to put an iron ring on the nail at the lower part. On the contrary, when you hear a high-frequency whistle, put an iron ring on the nail in a high position. You can also deepen the difficulty, prepare a harmonica, nail two rows of nails on the wall up and down, and parents play the harmonica, gradually rising from the left bass to the high pitch, and the position of hanging the iron ring gradually rises. Let the children understand the meaning before they can improve their requirements. In order to better recognize the sound rhythm, they can clap their hands with you and imitate the rhythm you play, bang-* * bang-* bang until they can imitate it at will. After that, they can let the children clap their hands and imitate the sound with the corresponding rhythm, or remember the rhythm of some children's songs and let them show it by clapping their hands.
Taking white rabbits and family songs as examples, clapping is only a transitional stage, and the ultimate goal is to enable children to say rhythmic sentences. Many deaf children have defects in sentence rhythm, for example, some children only speak one word at a time, or the last sound of a sentence is very long. In short, we should take countermeasures according to the actual situation of children. In either case, parents can help their children correct the rhythm of language by clapping their hands. What I said above is the initial recognition of deaf children. Of course, it also runs through the whole process of deaf children's rehabilitation.
(6) identify the size of the sound. Preparation: a big apple and a small apple, drum. Parents demonstrate that they can eat a big apple when they hear the drums, and a small apple when they hear the drums. Then parents instruct their children to finish eating, or replace them with two cups of different sizes. When they hear loud drums, they point to a big cup, and when they hear small drums, they point to a small cup.
(7) Acoustic identification of natural environment. Distinguish the sounds of animals, objects and vehicles in nature. Specific methods: Parents can take their children to the roadside to listen to the sounds of vehicles, Rinrin, bicycles and car horns, and then make a judgment. Identifying animals can provide pictures of several groups of animals. Take the bleating sound of sheep as an example. Baa, get familiar with the sound first, and then ask the child directly what it means, which enriches the child's imagination and exercises his memory ability.
(2) Distinguish between language and sound. This is to further strengthen children's perception of language and lay a solid foundation for their communication with normal people, including the following training contents.
(1) Phoneme recognition. Initial recognition and vowel recognition.
(2) Recognition of words and sentences.
(3) Tone recognition.
First, phoneme recognition. In Chinese, phonemes consist of 23 initial consonants, namely, B P M F D T N L G K H J Q X ZHH SH R Z C S Y W, and 24 vowels, namely, AOEIU AI EI UI AOOU IU IE ER AN, in ONG, Yunnan.
Initial recognition refers to the recognition of syllables with the same initial but different initial. For example, a group of syllables, bi (pen) mi (meter) ni (you), all have an I with different initials. Our parents can identify this group of syllables by using objects or looking for corresponding pictures in books. For example, mao (Mao), pao (Run) and dao (Inverted) vowels are different, that is, the m p d recognition method is the same as above, and the initial recognition is more complicated. Parents must be patient and overcome difficulties with their children. Vowel recognition is the recognition of syllables with the same initial but different vowels, such as white (white), nose (nose) and north (north). The recognition method is different from the first letter recognition. When looking for objects or cards, parents should use their brains to identify phonemes in combination with actual actions.
Word recognition includes monosyllabic, disyllabic and trisyllabic recognition. Monosyllabic words consist of one word, such as watch, book and book, and disyllabic words consist of two words, such as mother, clothes and bookstore. Three syllables consist of three words, such as child and big red flower. Their identification methods are the same. Take disyllabic words as an example to identify the names of fruits and provide the following objects or pictures: apples, bananas, watermelons and peaches. Parents call out the names of these fruits respectively, and then say the names of some fruits behind the children, so that the children can take out the corresponding objects. For example, parents say apples. If children can take out apples correctly, it proves that the language information they hear is correct. Parents can also provide some vegetables, transportation and so on. In addition, we can start from the words with large pronunciation gap, and then the words with small pronunciation gap, such as nose and ears, are the words with large pronunciation gap, and it is difficult to identify the words with small pronunciation gap between picking vegetables and seaweed.
At the same time, it can also teach children to read and help deaf children master the language better. Sentence recognition and sentence discrimination are the further knowledge and understanding of language for deaf children. Specific methods: Parents can choose several related pictures with appropriate difficulty in children's books and tell each picture a sentence to their children. Then, say anything behind the child and ask him to point out the corresponding picture. You can also choose the second textbook "Rabbits and Birds" and wash your hands before meals, which are good materials for sentence recognition. After fully understanding the story, you can recognize the sentence. In the first picture, the rabbit is holding a balloon to let the child learn to listen to the central word "win". In the fourth picture, the rabbit smiled. "Laughter" is the central word. Let the children point out the picture told by their parents. For most deaf children, we can start from recognizing sentences and gradually transition to distinguishing words.
Tone recognition, there are four tones in Chinese, 1, 2 tones, 3 tones and 4 tones, which have different meanings. For specific identification methods, parents can prepare toy cars and draw a track of one to four tones with paper. Parents can give their children four tones of A first, then let them drive to the first tone as soon as they hear it, and so on. Tone recognition can start with each tone of (a o e i uu) six vowels, and then choose some words that children are familiar with to play the game of listening and finding tones. For example, the bowl, let the children hear the words and drive to the three-tone area.
In addition, there is another way for children to recognize both initials and finals and tones, and write 23 initials, 24 finals and 4 tones on cards respectively, so that parents can combine the pinyin of words themselves, such as cup. First of all, it is necessary to determine what the initials are and what the finals are, which is also the most difficult for deaf children. Tone recognition is closely related to the speech intelligibility of deaf children. The better the clarity, the easier it is for children to recognize tones, so tone recognition must be combined with pronunciation training. If deaf children can't recognize four tones at a time, you can choose two tones and gradually increase them. You can choose a tone that is easy to recognize at first, and then add two tones and three tones. For example, if children can recognize them easily, they can continue to recognize Lu Lu.
After the child has a certain cognitive ability and the ability to distinguish various sounds, a substantive problem arises. Usually, listening training is conducted in a very quiet environment. So how to improve the hearing of deaf children in noisy environment through training? Specific methods: Parents can decorate the room into a corner of the road to play the recording, and the market noise is very loud. In the noise, they can distinguish various sounds, such as Niu Jiao, bicycle bell, train sound, mother's voice, and tell their parents what they hear. Parents can demonstrate first, and then guide their children to listen and speak. If families do not have the above conditions, they can teach their names in their daily lives, or let them selectively listen to the language and the sound of cars in the market.
Principles of listening training: (1) Listening training is by no means isolated. It must be closely combined with pronunciation training in daily life and follow the principle of gradual progress from easy to difficult. (2) Have a good attitude towards children, encourage more and criticize less. (3) Listening training focuses on cultivating children's listening ability, rather than teaching children new words and sentences, so try to choose words and sentences that children are familiar with when training. Don't let children watch their mouths during training. (4) The steps of listening training are not separated, but mutually inclusive. There is no need to finish the first step before the second step. For example, if the initial consonant of deaf children is not good, you can identify other contents first, such as number recognition, sentence recognition and so on.
Hope: What I said above is only to provide parents with materials. Parents need to think more in the specific training process. In other words, parents are children's first teachers. Your attitude and devotion to children's learning will directly affect their rehabilitation effect. I hope parents can raise their understanding of listening training to a new height, put it into practice, test and gradually improve their listening ability in life, and do a good job in listening training with their children.