Study On The Strategies Of Hearing Impaired Children's Rehabilitation

This dissertation studies the strategies of speech rehabilitation for children with hearing impairment. It aims to establish a speech rehabilitation model for children with hearing impairment on the basis of the linguistic theories and language teaching theories.Since 1980s, thanks to importance attached by the Chinese government and all sectors of society, speech rehabilitation for hearing impaired children has developed into a new comprehensive science composed of listening medical science, special children education and speech training. More than 200 thousand hearing impaired children have learned to speak through effective early intervention and speech training. However, due to such factors as old education philosophy, inappropriate orientation, outdated teaching contents and methods, the effect of speech rehabilitation is far from satisfaction. Among them, inappropriate orientation and outdated and unscientific teaching contents are two main reasons. The fundamental cause is the inefficient participation of linguistics. Therefore, when hearing impaired children have recovered their hearing, we must shift from the model of medical -focused speech rehabilitation back to the method of language teaching. Due to the above understanding, this article discusses the strategies and model of speech rehabilitation for children with hearing impairment based on the theories of first language acquisition, second language acquisition and relativity theory of language system.In chapter 2, we examine the general law of language acquisition by children with hearing impairment. In the process of speech rehabilitation, hearing impaired children cannot be applied to the language teaching model of normal children, although they share some similarities with normal children. Speech rehabilitation for children with hearing impairment can be considered both as first language acquisiton and second language acquisition. Based on this, the basic concept of speech rehabilitation for hearing impaired children has been put forward as follows. First, language factors should be scientifically arranged. Second, speech rehabilitation for hearing impaired children is not just recovering of language ability, but also development of communicative ability. Third, speech rehabilitation is the combined training of language and cognitive ability. Fourth, attention should be paid to the combined stimulation of different sensory organs. Fifth, it is a key to motivate and maintain the learner's motivation.In chapter 3, we focus on the relativity theory of language information system and claims that in the teaching process, all the potential language teachers should take advantage of the hearing impaired children's visual sense because multi-sensory methods can help them gain language ability faster.In chapter 4, first we discuss how to arrange the language elements including phonetics, vocabulary and grammars scientifically in the teaching of hearing impaired children and then propose a language recovering model. We emphasize that the hearing impaired children's language recovering project constitutes three inter-related sections which are school teaching, family teaching and children's self-learning. Besides the language knowledge, cognitive ability and communicative ability are also important teaching objectives. Teaching methodology is the third important factor that influences the teaching result. For the hearing impaired children, methods based on context and task is very important. Language teachers also need to use modern technology such as multi-media in their teaching to bring into full play the hearing impaired children's visual advantage. How to protect the students' motivation is an issue that deserve the attention and thought of all the teachers, especially during their vocation. In this chapter we also believe that language ability, cognitive ability and communicative ability should be considered as three criterions to evaluate the hearing impaired children's language recovering effect.In chapter 5, we explore the topic of developing the discipline of speech rehabilitation and education of hearing impaired children, including design of language bank, professionalized training of teachers, assessment model and design of teaching plan.In chapter 6, we discuss the future, innovation and challenges of speech rehabilitation for hearing impaired children. As speech rehabilitation for hearing impaired children provides the possibility of studying the necessary conditions of normal language acquiring, this study will be helpful to solve a series of practical problems in the clinical practice of speech rehabilitation. For this purpose and based on linguistic theory and language teaching theory, the general law and basic concept of language acquiring by hearing impaired children is worked out as well as the teaching model of speech rehabilitation of children with hearing impairment. Issues to be studied include relationship and interactivity of the different factors in the speech rehabilitation model, language acquisition regularity based on the large-scale investigation and coups, the criterion to evaluate hearing impaired children's language proficiency and function.