The quality of language environment directly affects the language acquisition of deaf children, and it is also the most important external cause that affects the language development speed of deaf children. Psychology shows that children's initial language expresses emotions, emotions and wishes, and emotions play an important role in children's language development. This is especially true for deaf children. Parents of deaf children are also important factors that affect deaf children's language acquisition. Different parents' mentality, emotions and educational methods will eventually lead to different educational results. For deaf children, good hearing aid effect is essential. This paper discusses it from four aspects.
First, use hearing AIDS to improve the quality of listening and learning.
The most direct purpose of language rehabilitation education for deaf children is to guide deaf children to learn to speak. Learning to speak is based on listening. For deaf children, especially those with severe hearing loss, hearing can only be heard with the aid of hearing AIDS. Wearing a hearing aid or cochlear implant is the first step for them to hear sound and hear good sound.
In the process of teaching, our teachers often take pains to teach, while deaf children often have no corresponding response. Teachers often think that this situation is caused by the poor emotional state or inattention of deaf children, and it is easy to ignore the hearing aid state of children.
There was once a deaf child whose hearing loss was not very serious, and his language learning effect was not ideal just because he had not debugged the hearing aid he was wearing for more than two years. After re-testing and debugging the hearing aid parameters according to the new audiometry results, the deaf children's perception of sound has been obviously improved and their pronunciation has changed greatly. He has begun to have a strong interest in listening and pronunciation training, and has taken the initiative to learn and communicate with others. Now, this deaf-mute child has been studying in a key primary school for one year and has achieved good results.
Obviously, it is of special significance to make full use of hearing AIDS in rehabilitation education for deaf children. Parents and teachers must always pay attention to whether the hearing aid effect of deaf children is in a state, adjust in time when problems are found, and regularly conduct hearing testing and hearing aid effect evaluation for deaf children. Only in this way can the language rehabilitation education for deaf children achieve good results.
Second, pay attention to the role of language environment.
Although there are different views and schools on language acquisition, there is no denying the importance of environment to children's language acquisition. The language environment of deaf children directly affects the quality of their language learning and is the most important external cause. Abundant language stimulation provided by educators can subtly improve deaf children's language ability and thinking ability. One difference between language rehabilitation education for deaf children and normal children's education is that learning to speak is the basis of other kinds of learning. The content of learning in class, especially the language content, will be forgotten soon if it is not consolidated and developed in life. As rehabilitation teachers for deaf children, we must strive to change the tendency of "primary education", introduce deaf children's mastery of language into the way of natural acquisition, and attach importance to developing deaf children's speech ability. This requires us to create a good sound language environment for deaf children and give them the necessary conditions and sufficient opportunities to participate in communication and use language. The usual practice is to design some life scenes in the teaching process, and create a language environment and provide opportunities for language communication for deaf children through role games and simulated performances. You can also bring deaf children into real life scenes and guide deaf children to learn languages with the help of real and natural situations.
Take learning "shopping" as an example. Deaf children have been exposed to similar role games in class, and learn corresponding words and basic speech communication patterns through intuitive "performance"; In life, educators, mainly parents, can take deaf children to shops to try the shopping process on the basis of "reviewing the past" and learn to use their language knowledge properly. In addition, language communication should be rich in content and wide in scope, involving all aspects of social life, and help deaf children gradually build a language symbol system.
Due to the lack of speech perception, deaf children have difficulty in understanding words that express the relationship between time, space and things. Therefore, it is also a good way to speed up the language rehabilitation of deaf children by organizing language materials in an orderly way, making indirect experience interact with direct experience, and making action symbols, image symbols and language symbols change frequently. For example, it will often get good results to adopt a cyclical and gradual theme activity to help deaf children understand the four seasons, weeks and festivals.
Third, adjust parents' mentality and encourage deaf children to communicate normally.
The basis of language rehabilitation is psychological rehabilitation; The rehabilitation of deaf children needs the rehabilitation of parents first. Many parents regard their children's deafness as family privacy and avoid it intentionally or unintentionally, which leads to a decrease in the chances of normal communication between deaf children; Coupled with hearing impairment, the communication activities of deaf children are greatly restricted.
Deaf children are members of family and society, and they will face the whole society sooner or later. Deaf children are children first, and like all children, they have the need to communicate with others. If parents can have a "normal" mentality, often "forget" their children's deafness, and encourage and create opportunities for their children to talk with their peers and normal listeners, then the chances of deaf children's recovery will increase. Some scholars say that the rehabilitation of deaf children is the rehabilitation of parents first, which is the reason. As a rehabilitation teacher for deaf children, we should help parents to establish confidence and normal mentality, let them gradually adjust their emotions and create a good communication atmosphere for deaf children.
Fourthly, the integration of deaf students promotes the development of deaf children's verbal communication ability.
Games are children's nature, and game activities promote children's physical, mental and social development. The language used by children in the game process is natural and true, and it is integrated with the plot and scene. Therefore, we should create conditions for deaf children to play with normal children and guide them to make friends with normal children. Normal children provide a good language environment and language model for deaf children in game activities. Playing games with normal children can stimulate deaf children's learning motivation and promote their language acquisition.
Language acquisition and consolidation can not be separated from life practice, social life and interpersonal communication. If the direct purpose of rehabilitation education for deaf children is to make deaf children speak, then the ultimate goal is to cultivate children with all-round development and sound psychological and personality characteristics. Being able to take the initiative to learn, having good oral communication skills, using the right sentences in the right place and at the right time, and minimizing the obstacles in language acquisition and unfavorable factors in interpersonal communication caused by hearing loss are the basic guarantee for all-round development, and also the core of opening the education project of integration of deaf and health.
There are many objective conditions that affect deaf children's speech acquisition. Objective conditions are external causes, and only by interacting with internal causes can they play a role. We hope that more rehabilitation workers for deaf children will continue to adopt more effective ways to improve the external environment of speech rehabilitation for deaf children.