"Recognizing Sounds", "Remembering Sounds", "Discerning Sounds", "Understanding Sounds"
For deaf children, the biggest difficulty in learning to speak and communicate is not imitating sounds, but understanding sounds. Even if the compensated hearing has been played to the extreme, the sound can be restored to the greatest extent, but for many pre-lingual deaf children, the sudden external sound is still incomprehensible, and they are confused. This is why many speech correction institutions honestly start with auditory training.
In fact, auditory training should have a process that conforms to objective laws, step by step, from easy to difficult. We cannot take it one step at a time, nor can we rush to succeed. We must ascend gradually through the four stages of "recognizing sounds", "remembering sounds", "discerning sounds", and "understanding sounds". Each stage has unique training content and methods, as well as components and factors closely related to the preceding and following stages.
How to make deaf people understand sound
The sense of hearing that lives in the world of sound is perfect, it is stimulated by various sound information from birth. It has been in a state of auditory training, intentionally or unintentionally, for a long time, and does not need to go through a special period of "understanding sound". Deaf children, especially those with moderate to severe hearing loss in infancy and early childhood, cannot hear clearly or at least before wearing hearing aids.
Therefore, when guiding them to use hearing aids to receive hearing training, we must first let them feel various sounds, and each action must be accompanied by corresponding sounds, so that they know the existence of sounds, arouse their hearing, and arouse their interest in "listening" sounds (paying attention to sounds).
"Listening" is not the same as "listening can". "Listening" is simply the response of the cerebral cortex to sound stimuli, and "listening energy" is an active activity. In addition to the participation of the auditory organs, there is also the comprehensive analysis process of the cerebral cortex, which is a special choice of a certain sound, and it is necessary to maintain a certain sense of "concentration" and "continuity". This is clearly a training on the auditory center of the cerebral cortex. In the "understand sound" stage, children can hear the sounds of their surroundings (such as doorbells, knocks, alarm clocks, washing machines running, vehicles, bicycle bells, etc.); The sound of various musical instruments, the sound of music, the sound of speech. The goal is to let the child know that he is already in an audible environment.
During this time, it is important to note that deaf children cannot hear all sounds by increasing the volume according to the level of hearing loss. Although I wear hearing aids, some sounds are not clear or even inaudible. Therefore, it is best to let the child listen to the sound at the same time, refer to their curve, carefully observe their response to each sound stimulus, see what kind of sound he can express, indifferent to what kind of sound, and then effectively grasp the hearing condition of deaf children, which is conducive to the "some loss" in the future stage, so that the child generally feels the sound, accustomed to the stimulation of the sound, we gradually guide him to "listen" to the sound, to the second stage - the transition of "memory sound".
The use of children to "listen to sound" means that the purpose of our parents is to guide children to actively accept auditory stimuli, willing to listen with their ears, so that the auditory center is often in a "awake" state. That is, the sound can be found naturally without special attention. The "awakened" state is also caused by being aware of one's own voice.
This phenomenon of "feedback" allows children to consciously make a voice and promote speech development. The practice of "listening" is best started by listening to low-frequency sounds, as most deaf children can hear such sounds, which will increase their confidence in hearing.
In order to arouse the child's interest, the teachers of the language correction institution will use a variety of auxiliary teaching aids to appropriately guide the child to do some movements to associate with the sounds heard, and the frequency is expanded from low to medium and high. Constantly let the child restore the perception of hearing, so that every syllable heard accurately returns to the "correct seat", so that we can carry out the next step of training, let the deaf child open his mouth to imitate the sound, and then learn to communicate orally.
Correction Project / Hearing and Voice Impairment_Sunshine Language Correction Center Official Website-A professional language disorder correction institution integrating speech pathology, language cognition research, and language disorder correction practice research in China.