Early Intervention For Deaf Children Based On Linguistics Theory And The Countermeasure

Early intervention usually means early diagnosis, early hearing compensation, and early hearing/speech training for children with hearing impair (CHI) aged below 3. In order to help the deaf children developing their hearing and language as normal children, early intervention is necessary.There is important scientific study and sound theory basis. Linguistic study, such as neurolinguistics, key development period theory, information process, and social interact function, shows that CHI follow specific routine when their language skill develops. When we talk about neurolinguistic, we need to understand the interaction between human being's neurological system and language/speech. By observing the procedure of how children master their language, we can see that language, as a psychological function, develop based on how well the neurological system develops. However, it is not totally controlled by body growth, it work and reacts according to the surroundings instead. CHI, as those who can hear normally, their neurology and neurological psychology are both at developing stage. If early intervention conducted by providing hearing compensation and enhanced language/speech training, the both systems could develop normally and healthy. The effect of hearing impair could be limited as much as possible.By the point of key development period theory, it is realized that every child was born with the ability of getting language. Children from the whole world, no matter what language they speak, follow the same routine. That is to say that children whose parents are both deaf, or whose at early stage of their hearing impair, are experience the same stage of pre-language time just like other normal children. When they tried to grasp the language sequence and structure, there are basically similar to each other. This is so call the key development period of time. While the information process theory, it tells us that ideas from the mind of the talker to the thought of the listener, which was called as "language chain". CHI could only develop the sense of using language by stimulating from outside world and language social interaction. Learning language will become need from inside of each CHI.Study on social interaction theory shows that language development relies on the interaction between social environment, cognitive development, language knowledge and how mature they were when they were born,. Early intervention could avoid the "feel deprived". As the result, the hearing, visual, motive information and what they felt and their willingness will comprehensive and restructure some how. According to the language development milestones of children aged 0-3, we have to mark 6 stages for CHI accept the early intervention.pre language understanding (0-8 months)language understanding (9-12months)oral language starts (13-16 months)master whole sentence (17-24 months)main language structure and grammar will be graspedself language starts(33-42 months)CHI at different developing stage will be in different need, so different strategies need to be employed. Accordingly, the purpose and objectives will be encourage CHI communicate and express by body languages;help CHI understand more words and pronounce correctly;help CHI use double-word sentences as much as possible; on the basis of using simple sentence, encourage CHI try to use compiled sentences;practice CHI by using language and sentences in their daily life;help CHI to develop the ability to use language properly.In sum, we need to follow general and specific developing rule when we try to train CHI. Principles include: holding the understanding of scientific development always, from early time (0 age), pay more attention to key period, create the best communication environment, listen carefully, learning how to use properly by using the language, etc.