(1) training plan summary
For severely deaf children, from the time of discovery, there are cognitive difficulties in language symbols, and they cannot understand and express language. In order to make up for the language delay of severely deaf children, it is necessary to train them for the purpose of forming comprehensive communicative competence, starting from the stage of pre-language symbols and ending with the stage of completing basic language competence.
In principle, it is especially suitable for children with congenital severe deafness from 0 years old to before school. How to adopt each stage of training requires corresponding necessary choices. The training plan and implementation sequence introduced below are from the pre-speech stage to the completion stage of basic speech ability. In principle, it is suitable for children with congenital severe sensorineural deafness from 0 years old to pre-school.
Overall composition of the training plan (in the warehouse, 1992)
The task of making deaf children acquire speech is very arduous. It is impossible to change suddenly in a day or two, and some of them take months to get results. In the past two decades, some hearing and speech rehabilitation centers for deaf children have been established all over the country, and different forms of language training courses have been held. Some cities have also set up parents' associations for deaf children, where parents can gain knowledge of language training for deaf children and reflect the effectiveness and existing problems of the training. With the joint efforts of medical staff, language trainers and parents, after listening and speech training, many children not only entered ordinary primary schools, but also achieved excellent results. Therefore, as long as hearing and speech rehabilitation workers and parents of deaf children adhere to the principle of "finding hearing as early as possible and conducting scientific listening language training with the aid of hearing AIDS as early as possible", more deaf children will get the best rehabilitation effect.
(B) the characteristics of training programs
The training program for hearing-impaired children has the following characteristics: 1. According to the formation of overall communication ability, four related units are set up, and communication ability is a combination of various abilities (1). Focusing on the units obtained by language construction, this paper systematically studies language symbols in stages.
(2) We should not only pay attention to the structure of language, but also pay attention to the function of language. Because these two aspects are organically linked, we should work together. (3) Make the best use of residual hearing, because the auditory system contains the part that forms the information processing ability. (4) Vocal training in the primary stage to promote practical application. (2) The specific plan of each unit should fully consider the training content suitable for children from the age of 0. (3) Give specific guidance to parents.
(3) the overall composition of the training plan
The training plan consists of the following modules: 1. Acquisition of language structure.
In the language structure acquisition unit, the following three stages of training should be implemented (1): stage I-symbol cognition and acquisition stage (finding or corresponding to 0~ 1 year-old within 0 years) ① symbol acquisition: the cognition of language symbols is very difficult for severely deaf children, and it should be based on establishing a basic communication relationship with their mothers. Then the cognition of the existence of symbolic symbols and the acquisition of the relationship between symbolic symbols and meaning are carried out. Here, body language (arbitrary symbols) at a lower level than phonetic symbols is used. ② Acquisition of common symbols (arbitrary symbols): Among the highly random speech symbols, onomatopoeia is the main language used by children. Training on the cognition of the existence of random symbols and the acquisition of the relationship between random symbols and meanings (2) Stage 2-The stage of sentence structure acquisition is based on the establishment of the relationship between symbols and meanings in Stage 1, which promotes the understanding and production of various sentence structures, as well as the acquisition of word sentences with two, three and systematic sentence structures (3) Stage 3-Understanding and applying grammatical rules, and mastering the meanings of verbs, adverbs, conjunctions and prepositions. The understanding of sentences should be based on the understanding of grammatical rules.
2. Improve the language function
In the language function promotion unit, we should devote ourselves to promoting the development of language functions, such as transferring knowledge, adjusting thinking and creating, and make specific plans in language acquisition.
3. Improvement of hearing function
In order to improve the auditory function unit, we should train the improvement of auditory function from the aspects of auditory attention, auditory detection, auditory localization, auditory discrimination, auditory recognition and auditory memory.
4. Improvement of speech function
In the speech function improvement unit, the purpose of training is to obtain natural rhythm and actual pronunciation. Through the training plan composed of the above units, the goal of overall communication ability is finally formed. The training of each unit is not carried out separately, and each unit is closely related. (4) Matters needing attention in training implementation.
When carrying out training, we should consider all kinds of effects on hearing impairment. For example, the purpose of training is more appropriate, but when the following points are not sufficient, it is difficult to carry out the project and achieve the goal. 1. Set the training scene. In principle, the trainer and the child are in a face-to-face position. For children, visual stimuli (such as the action textbook of mouth hand) and auditory stimuli (speech) are relatively easy to accept the setting of topic scenes corresponding to these two stimuli, which is related to the achievement of training purposes. For example, when setting the topic of the broadcast scene, such as setting the topic on the desk, it is not easy to control because there are too many stimuli, which is not conducive to effectively promoting the acquisition of words and sentences and is not suitable for introducing new language structures.
Training program for severely deaf children at the age of 0 (Cang nei, 1992)
2. Stimulus tips
It is best to combine visual stimulation with auditory stimulation when giving various stimuli to severely deaf children. Especially in the initial stage, children are more likely to react to things expressed by visual stimuli and hand movements, but they can't pay attention to expressions, mouth shapes and movements. According to this, when using body language toys, pictures and other teaching materials, it is necessary to put them in front of the trainer for prompt. Face (mouth shape) and hand things (teaching materials) cannot be separated to attract children's attention. Auditory stimulation (speech) can be used in a loud voice, not in an unnatural and intermittent way; It is also necessary to consider whether the content and length of the speech are appropriate according to the child's language development stage; In the process of training, it is very important to confirm whether the given stimulus conditions are really conveyed to the children.
3. Implementation of the project
First of all, it is necessary to determine what is the expected topic content, whether the content of this topic can be understood, and what kind of feedback should be given when children have positive or negative reactions (that is, they should be strengthened when they have positive or negative reactions, and corrected in time when they have negative reactions). Therefore, we must pay attention to determining their reaction conditions in advance, and at the same time, we must fully consider the transmission order of auditory stimuli, and we can conduct preparatory exercises first. In addition, we should pay full attention to the teaching material reward, time and other issues, and organize children to actively participate in topics.
4. The form of training
The training of speech therapists, including children's training and parents' guidance, is conducted once a week in principle, with an hour's progress. In addition, speech therapists can also make a training plan, on the basis of which parents can guide their children to train for one hour at home every day. Moreover, in order to make the training at home achieve positive and outstanding results, parents need to give more detailed guidance.
5. Training records
Speech therapists should objectively record the sequence of questions and children's reactions, and give specific guidance to parents according to the purpose and method of training, so that they can record the situation of family guidance and clearly reflect the situation of children at home. Parents should educate from the perspective of children's changes, and their level will be improved accordingly.
6. Set training objectives
When making training goals, it is important to set specific training goals according to the actual situation of children and the ultimate goals that can be achieved. The training objectives should be analyzed and properly verified through the implementation results of the training, and revised accordingly after a period of time. When training severely deaf children, whether the training objectives are properly formulated has a great influence on the speed of language learning. This is also an important reason why they influence the development of language ability. (5) Speech training methods for deaf children In the cognitive and acquisition stage of speech symbols, hearing impairment makes it difficult for deaf children to master oral English. Without spoken English, it is difficult for them to communicate with healthy people normally. Most of their thinking only stays in the stage of image thinking, and it is difficult to develop into abstract thinking; Their personality, personality, feelings and other aspects of development have also been affected to some extent, which greatly hindered their all-round development. Therefore, they must be trained in language to promote the all-round development of body and mind. For children with normal hearing, through the mutual contact with their mothers within six months after birth, they learned many basic signals necessary for social contact and learned their mothers' expressions and voices. Accompanying actions such as line of sight and head rotation are produced, and the purpose and significance of generating signals are gradually mastered, as well as the methods of adjusting contact with society. And during this period, mother and baby began to "communicate with each other". On the other hand, for children with severe hearing impairment, they received the same general education as normal hearing children before their obstacles were discovered. For severely deaf children, the mother's lack of speech is an important signal to stimulate the initial problem that severely deaf children face directly, that is, how to make initial contact with their mothers in the form of lack of auditory signals. This situation has caused the learning of various indispensable signals in social communication to become a new obstacle, and it is also very difficult to identify and obtain symbols. It will inevitably lead to a serious lag in language development in the future. In order to promote the language learning of severely deaf children, the mutual contact between mother and child in this period should be qualitatively transformed to form a basic communication relationship with mother, and attention should be paid to the existence and significance of various signals necessary for mutual contact. In the following specific training contents and methods, the following scheme is applicable to deaf children found within 0 years old. For children who are found late, the basic process of training is the same, but the initial stage of the training plan should end in a short time, mainly from what they can do at the beginning to the stage where their age level is to be reached.
1. vocabulary
Understanding the meaning of words is the basis for children to use and understand language, and it is also an important aspect of language development. The process of children's acquisition of word meaning is slower than that of language syntax. Strictly speaking, the development of word meaning will run through one's life. Children 1 year and a half can only speak a few words, but their vocabulary increases sharply after 2 years old. For deaf children, although they have acquired the cognitive and acquisition ability of symbols and arbitrary symbols in training, it is difficult to expand their limited vocabulary and acquire words and phrases if this ability is not properly trained afterwards. In this way, not only the acquisition of language structure will be hindered, but also the secondary problems in the development of language functions such as communication thinking, emotion and social maturity will increase. For severely deaf children, learning the relationship between symbols and meanings is a systematic introduction to various parts of speech and phrases. Promote understanding, produce the basis of various sentence patterns, so that the language understanding ability of 0-3 years old can be roughly equivalent to that of normal children, and it can also prevent and improve secondary problems in stabilizing emotions.
(1) vocabulary level training
First of all, we should understand that the rules of children's vocabulary learning are nouns → verbs → adjectives → time words → spatial locative words → quantifiers → personal pronouns → demonstrative pronouns → adverbs → prepositions → conjunctions → auxiliary words → exclamations. Vocabulary is gradually acquired in this approximate order, so training deaf children should also follow this law in a planned way to make them easy to understand. The choice of words is very important. First of all, we should carefully analyze the child's personality, hobbies, likes and dislikes and the surrounding environment, and also consider how to be easily accepted by children from the perspective of phonetics. The conditions for choosing vocabulary are: ① people and things that children like; 2 what children can see in daily life; ③ Children are familiar and interesting; ④ Children can easily see the mouth shape; From the phonetic point of view, they are easy to pronounce; (5) training conditions and training environment; In order to understand vocabulary, we can use pictures for training, choose as many pictures and things as possible, pay attention to children's interests repeatedly, and adopt various flexible and vivid methods to help children really understand vocabulary. The teaching method is basically the same as the first stage.
(2) Training examples
The training purpose of learning the noun "car" is to let children know the car and make the car sound. Training materials: pictures and models of cars. Training methods: ① Show children pictures of cars and teach them the pronunciation of cars and onomatopoeia in body language. Let the children look at the pictures and make corresponding body language and onomatopoeia words. (3) let the children see the mouth shape and pronunciation of the trainer. Find the picture of the car from more than three pictures. (4) only let children listen to the trainer. Find the picture of "car" from three pictures. 5 Let children look at the picture of "car" and say the pronunciation of "car" by themselves, and let them deliberately say sentences with the pronunciation of "car" in their lives. In the process of mastering all kinds of parts of speech, we should know that language learning is a subtle and gradual process, and we must not rush to instill a large number of words into our children too early. In the early stage of mastering vocabulary, children can be taught more nouns.
2. Sentences
Normal children begin to have two-word or three-word sentences at the age of 65438 +0.5 to 2 years old. And a large number of word combinations can appear in a short time. When children's vocabulary gradually increases, they can already express their thoughts in sentences, and language learning can enter the single sentence stage.
Understanding and Use of the Word (1)
Starting from the study of two sentences, two sentences containing nouns, verbs, adjectives and other words are the focus of study, such as two sentences containing nouns such as "Mom's hat" and two sentences containing verbs such as "Big Apple". Trainers use words as stimulating conditions, choose appropriate pictures for teaching and teaching content, and choose appropriate words according to the identification of a component in the two sentences. You can also select two components separately (for example, 1/4 in "red hat, red shoes, yellow hat and yellow shoes") and so on. ), and the difficulty increases with the increase of stages, thus promoting the understanding of two words and phrases, and then making oral imitation and active expression by comparing pictures.
(2) The understanding and use of the three words.
On the basis of learning two words, we can learn three words with nouns, verbs, adjectives and other parts of speech. The teaching method is the same as before, and the trainer gives stimulation through words, so that children can choose the corresponding pictures just like two words. With the increase of the number of choices, the difficulty of teaching content is also increasing. Then, compare pictures to promote the imitation and active expression of speech, so as to gradually improve the ability to use speech symbols. Basically, by the age of 3, deaf children can understand and use three words. Compared with children with language barriers, children with language barriers have difficulty in understanding pictures, so they usually train with physical objects first. For deaf children without mental problems, there is not much difference in training with pictures or objects. However, the teaching materials for training certainly have various effects on hearing impairment, so we should carefully consider the choice. For example, when it is difficult to use pictures alone for training, we can use gestures, objects and toys appropriately, so that it is easier to train when learning the understanding and use of two words. The next step is to promote the understanding and application of grammar rules, and at the same time to carry out basic learning of characters and symbols. For children with severe hearing impairment, it is necessary to rely on visual feedback such as words and sign language when their hearing ability is difficult to use, so early training is necessary. When learning words and sentences, we should pay attention to consciously promoting the improvement of language functions. From using body language to using language symbols to convey actions is the expansion of communicative functions. At this stage, we should consciously set up some game scenes to consolidate the training content. Moreover, children can act according to oral instructions, and they can also restrain their actions according to oral instructions, which is the goal of promoting the function of action regulation in terms of speech function.
3. Grammar
1-3-year-old normal children express sentences in the order of incomplete sentences → most complete sentences → basically complete sentences, and the syntactic development process is in the order of simple sentences without modifiers → simple sentences with modifiers → complex sentences. 1.5 to 2-year-old children can start saying simple sentences with complete structure without modifiers while saying telegraph sentences. Children's simple sentences without modifiers gradually decrease. At the age of two and a half, a certain number of simple modifiers have begun to appear. For example, complex modifiers such as "two dolls playing with building blocks" have been used since the age of three, such as the word "de" in the part-of-speech structure: "My building block" and the word "Ba" in the prepositional structure: "The child gives the pen to the aunt". And other complicated space-time sentences: "My family lives far away." The number of compound modifiers used by 3-and-a-half-year-old children has increased rapidly, about twice as much as that of 3-year-old children, which shows that the ability to use compound modifiers has been significantly enhanced since then. Children in China can speak several simple compound sentences at the age of 2, and the use of conjunctions in compound sentences develops rapidly at the age of 4-5. Judging from the frequency of occurrence and the richness and complexity of the vocabulary used, children aged 3-4 use the word "just so good", and at the age of 5-6, there are conjunctions such as "for the result or if" to explain the hypothesis of causal transformation, and there are also conjunctions such as "no … only ……", which can help them better understand sentences in the passive voice at the age of 6, and double negation can only understand them at the age of 7 or above. Normal children's language ability has made a qualitative leap from the quantitative expansion of vocabulary to the qualitative change of learning sentences and grammar rules. For severely deaf children, the low language ability is very obvious in grammar, and there are problems such as incorrect words before and after incomplete sentences. If you don't have proper training, you won't improve even when you reach adulthood. In order to make severely deaf children form real language ability, systematic and phased grammar rules teaching must be carried out in training. Learning grammar rules can be regarded as the last stage of preschool deaf children's training. In the stage of understanding and using grammar rules, the formation of three-sentence stage is the premise. The central goal of this stage is to let children understand and use grammatical rules in language structure. In the actual training process, you can use the word card as a hint and actively use words and corresponding text symbols for promotion.
(1) Lexical Expansion
When learning grammar rules, vocabulary learning is the premise. When we talk about expanding vocabulary, we should also promote qualitative expansion, that is, through the formation of category words (concepts) and the study of synonyms, synonyms and antonyms, we can enrich the meaning of vocabulary and understand the relationship between plural words. For example, the word "shoes" refers to things worn on the feet, including "shoes, sandals, slippers" and other shoes. Although all kinds of shoes have different shapes, textures and uses, they are all worn on the feet and things to wear on the body, such as clothes and hats. How to introduce words related to its surroundings is a way to promote the formation of lexical categorization. We should make full use of intuitive images to guide deaf children to compare, analyze and comprehensively classify the perceptual materials obtained and summarize the common attributes of things. On the basis of teaching deaf children to accumulate vocabulary and know the things around them, we teach them to classify different things in a relatively related way, forming different conceptual systems, such as furniture, beds, tables, chairs, cabinets, sofas and other clothes, shirts, sweaters, coats, vests, pants and other animals, cows, horses, sheep, rabbits, chickens, pandas, tigers and other fruits, such as bananas. At the same time, we should also learn other parts of speech, such as adverbs. It is also necessary to learn the different usage methods of active words and auxiliary verbs and the meanings of words with high abstraction, so as to master these contents comprehensively and truly.
(2) Learning sentence patterns
Verbs, adjectives, etc. There are some changes in usage, such as affirmative sentences, negative sentences, complete sentences, interrogative sentences, imperative sentences and exclamatory sentences. When narrating, it is necessary to add and change some words and sentence elements, such as conjunctions, auxiliary verbs, prepositions, adverbs and attributive adverbials. In the process of teaching and demonstration, deaf children should be able to understand the different sentence meanings expressed by various expressions, so as to learn to use these changed rules of expression. Understand the use of basic sentence-making methods, such as: there are two pictures-"drinking soda" and "drinking soda". We should distinguish between these two pictures, learn with pictures and word cards, and do practical exercises to let deaf children know how to distinguish what they are doing from what they have done. After learning affirmative sentences, we should teach negative sentences, such as "eat" and "don't eat". Understand the meaning of negative sentences with pictures. On the basis of the first two sentences, learn other sentences systematically, such as eating, eating, eating, delicious and so on. On the basis of eating and not eating, the goal of learning the word "eat" is achieved.
(3) Learning related words in grammar.
In order to form grammatical ability, deaf children should fully and correctly understand the usage of auxiliary words, prepositions and adverbs in training, and it is best to use them correctly. In order to achieve this goal, speech therapists can choose to fill in the blanks and arrange pictures or word cards to promote the learning of this part of the content. For example, use three consecutive pictures-"Xiao Ming gets up", "eats" and "goes to school", so that children can arrange the pictures according to the order of things and grasp the time from them.
(4) Learning complex sentences
When children learn simple sentences, the language has developed to a certain extent, and the content expressed is becoming more and more abundant. He can gradually express the relationship between people and things, evaluate personnel, express some concepts of time, and use language to dominate and organize some simple activities. At this time, speech therapists should teach children some complex sentences to help him express more complex contents, such as: teaching children to learn the sentence patterns of coordinate complex sentences, "Again" ... and ... ",such as" There are red flowers and white flowers ",which can be taught through books and pictures in the training room, and this sentence pattern should be consciously used repeatedly in daily life. When buying and eating popsicles, let the children say "hot and thirsty" and say "tired and sleepy" when sleeping. Learning causal complex sentences should be based on a correct understanding of causal phenomena. First of all, we should adopt various methods. At the same time, teach him the causal conjunction "because ... therefore ..." so that children can gradually understand and learn to use it. For example, use something that children can see to teach, "because when the wind blows, the leaves hang." "When teaching complex sentences, we should pay attention to training complex sentences according to children's age and language development level. You can also learn by asking and answering questions. The trainer puts forward various questions for the children to answer according to a "skirt". In this way, when children answer questions, they gradually expand the word "skirt" into a sentence, a long sentence or even a paragraph, which are related to each other, thus training children's oral expression ability to understand the language, express their views and the ability to make sentences. Language training is a long process. The formation and appearance of single-word conceptual sentence articles need detailed planning objectives, and the training plans and methods should be gradually improved and revised according to the actual situation.