When a child puts on a hearing aid, he doesn't talk, and what should we do

Children put on hearing aids just don't talk, what should we do? Just like wearing glasses when you can't see clearly, people who can't hear clearly need to wear hearing aids, and hearing aids have been accepted by most people. Generally there are no other contraindications, and after wearing a hearing aid, you can approach normal hearing. But there are such hearing impaired children, they wear hearing aids, but they just refuse to speak, why is this? In fact, this is because the hearing loss of these hearing impaired children occurs before language acquisition, which is called preverse deafness, which may generally be congenital abnormalities or hearing impairment in infancy. Pre-language deafness impairs a population's ability to speak languages. Therefore, hearing impaired children need speech rehabilitation after wearing hearing aids. The process of human verbal communication can be expressed as follows: the speaker turns the content of a certain meaning into a specific language form in a specific situation and sends it to the listener, and the listener receives the speaker's language form and understands its meaning from it. From the perspective of information transmission, the speech process is the process of encoded, sent, transmitted, received, and decoded a certain amount of information. Listening language rehabilitation training can promote the development of auditory function. The functions of human organs are "used in and out", and the same is true for children with hearing impairments. Auditory speech training is a kind of training that systematically stimulates the auditory organs of children with hearing impairment and establishes stimulation connections, so as to gradually form the concept of hearing. It can stimulate children with hearing impairment to realize the existence of sound and its importance, and become more and more accustomed to using hearing to perceive and recognize things around them, thereby promoting the development of auditory function. Compared with hearing-able children, hearing impaired children have the following distinct characteristics in terms of language acquisition:

1. Unclear pronunciation

This is a common phenomenon in the language rehabilitation education of children with hearing impairment. Indistinct pronunciation may be on the vowels, such as the send-off tone and the non-send-off tone; it may also be the vowel aspect, such as an and en; the mixing of tones is more common. The main reasons for unclear pronunciation are nothing more than three: one is that the received signal is vague, and children with hearing impairment cannot accurately imitate pronunciation; second, pronunciation requires oral-ear coordination, due to hearing impairment, resulting in improper oral-ear coordination; third, due to the late start of language training, the pronunciation organ cannot be used freely.

2. The sound is not good

The most common is the shrill "false voice". There may be two factors that lead to this phenomenon: one is that due to poor sound recognition ability, you cannot control the vocal cords; second, you do not use the resonator.

3. Syllables are restricted

Children with sound hearing can speak sentences with 17 syllables when they are 3 to 3 and a half years old, while children with hearing impairment can only pronounce several syllables in a row and lack fluency due to the limitations of inflexia.

4. Inaccurate or lack of intonation

Obviously this is caused by the inability to control the tightness of the vocal cords.

5. Children with less vocabulary than their peers with sound hearing

This is the result of hearing impairment affecting the reception of language material.

6. Cannot distinguish homonyms

This indicates that comprehensible language is not sufficiently developed.

7. Ungrammatical

Syntax is the result of abstraction. Children with hearing impairment have retarded language development and lower abstraction ability than children with sound hearing. Language education is an important means to consolidate and develop the results of hearing and speech rehabilitation. The language education of children with hearing impairment has both a common side and a special side with hearing-impaired children. From the perspective of commonality, children with hearing impairment and normal children should have common educational and teaching goals. However, for children with hearing impairment, the common educational goals need to be gradually completed through corresponding stage goals and special channels. The focus of language education for children with hearing impairment is to strengthen speaking, learn words and sentences, speak and write at the same time, and pay equal attention to reading and writing. The teaching content should be combined with the actual life and experience of children as much as possible, and the teaching arrangement should be gradual and steadily developed in small steps. Teaching methods should be based on modern advanced technology, inherit excellent traditional experience, effectively improve the language ability and cognitive level of hearing impaired children, and promote their social development.