At present, some parents of hearing-impaired children have two incorrect attitudes towards hearing-impaired children. One is the attitude of dislike, 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, hearing impairment, and 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 not conducive to rehabilitation training.

Whether hearing-impaired children can live independently from childhood and get good education and training is related to how they will live, study and work in the future. Children who overindulge and are hard of hearing 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 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 quick response, which means that 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 let them gradually learn to observe the inner essence of things. It is also necessary to cultivate the 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 daily life, we usually call listening ability and listening content "listening". However, in audiology, these two concepts should be separated.

In the past, we affirmed the effect of acupuncture on deaf-mute people because the word "listening" was widely used, and the effect of training was wrongly confused with that of acupuncture, and the effect of training was attributed to the success of acupuncture.

Hearing is the ability of hearing organs to feel sound. For example, 85 decibels can be heard and 70 decibels can't be heard; The sound of 85 decibels can be heard at one frequency and not at another; You can hear the drums, but you can't hear the bell. These are all manifestations of hearing, that is, the degree to which the human ear perceives different sounds. The audible range of normal people is: 20-20000 Hz, from 0- 130dB, and can't stand the sound of 130 ~ 140 dB.

Listening is only an attribute of feeling the sound of things, and it does not include the analysis and understanding of the sound. It can't be improved by training, so it can only be properly compensated by amplifying the sound with auxiliary equipment and reducing the distortion as much as possible. Hearing compensation is just like wearing myopia glasses. It should be matched according to the specific situation of hearing loss in order to obtain the best compensation effect.

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

Although listening ability is based on listening (it is impossible to have listening ability without listening), it is related to the function of the analyzer of 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 through the function of the brain.

In other words, although listening can't be improved, it can be improved by training and using listening ability. If a hearing-impaired child with poor hearing can get good compensation and good training, his hearing may surpass that of a hearing-impaired child with good hearing but lack of training, and he may learn oral English well.

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

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 losses and defects. If you are nearsighted, use nearsighted glasses to make up for your lack of vision; Put on a prosthesis; Hearing impairment using hearing AIDS, etc. This is called compensation. Besides using assistive devices, other factors such as physiology and psychology can also get disability compensation. For example, in some cases, when people can't hear something clearly, they often look at the speaker's mouth so that they can hear it clearly. This is because vision helps the 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 make up for hearing defects.

Compensation is also a form of compensation, that is, the structure of an organ is diseased or loses its function, and it is replaced by a healthy part of the original organ or other organs in an attempt to compensate for its lost function. For example, we usually say that the blind "use hands instead of eyes" (touch instead of vision to understand things), and the deaf "use eyes instead of ears" (see words). Of course, this kind of compensation is only a compensatory functional substitute, which cannot be completely replaced. With eyes instead of ears, it is difficult to distinguish words with similar mouths from words with inconspicuous mouths. You can't appreciate gorgeous colors by "replacing your eyes with your 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 an organ's function will inevitably lead to the 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, makes it surpass ordinary people, and forms the advantage of compensatory function. The training and utilization of compensatory function is an important part of rehabilitation education for the disabled.

Fourth, the concept is misunderstood.

A hearing-impaired child learned the word "airplane" from a picture, and he could say the word "airplane" even if he happened to see an airplane in the distance. In this case, his parents thought he really mastered the word, but one day, he mistakenly called fly an airplane. It turns out that in his mind, planes can fly a little, which is a conceptual misunderstanding.

This mistake is easy to make. For example, a picture card with Tiananmen Square is used to teach hearing-impaired children the word "Tiananmen Square". There are Tiananmen Square, China watches, red flags, lanterns, observation platforms, slogans and portraits in the pictures. In the minds of parents, the concept of Tiananmen Square is very clear, but hearing-impaired children do not have such a concept. They may think that a red flag, a China watch or a lantern is Tiananmen Square. In order to avoid similar mistakes, first of all, don't choose too abstract nouns to teach; Secondly, it is best to use physical objects as teaching AIDS. If you use pictures, you'd better prepare two different ones for hearing-impaired children to identify and compare.

In addition, hearing-impaired children tend to limit the concepts of words they learn, such as "mother" is limited to their own mothers and "car" is limited to their own toy cars. Pay attention to this problem in language training. Try to give him a complete and accurate concept from the beginning. For example, when teaching the word car, all his toy cars should be put together, and after learning this word, he will take him to the streets to see all kinds of cars.

Fifth, create an environment for language exchange of information and avoid learning without using it.

The purpose of our language training is to let hearing-impaired children communicate with each other in 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 cannot integrate training with real life. He believes that learning a language is just playing with parents and children during language training; Listen to them, obey 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 training time has life content and non-training time has training content.

Besides, more verbs should be taught. Because it is difficult to use nouns alone, verbs can. Especially the collocation of nouns and verbs can form many sentences with different meanings. Hearing-impaired children will naturally have the ability to make sentences spontaneously if they learn more. 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 quickly enter the stage of language improvement.