实现幼儿听力损失的发育同步。

Nancy K Mellon, Meredith Ouellette, Tracy Greer, Patricia Gates-Ulanet
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引用次数: 23

摘要

在早期和适当的放大和干预下,听力损失儿童在言语、语言和识字技能方面表现出进步。尽管有这些改善,但许多儿童在认知、行为和情绪控制、自我调节和执行功能方面仍然表现出障碍。鉴于发展性学习的复杂性,教育环境应提供促进跨多个维度技能增长的服务。针对语言、沟通、社会心理功能、运动和认知发展领域的跨学科干预服务可以促进学业和社会成功。教育项目必须为孩子们提供获得学术和社会成就所必需的全部基本技能的机会。除了培养言语、语言和读写能力发展的综合课程外,听觉感知、社会情感学习、运动发展和前庭功能领域的创新也可以提高学生的成绩。通过持续的评估和修改,清晰的课程方法可以作为早期干预和特殊教育项目的模型。本文的目的是提出一种干预模型,该模型结合了影响听力损失幼儿发育结果的各种学科的最佳实践,以及可能有助于促进跨领域最佳发展的具体策略和方法。该模式的关键要素包括与典型的发展中同龄人接触,这些同龄人在语言和行为方面具有与年龄相适应的技能,小班授课,合作教学模式,以及社会建构主义的教与学观点。
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Achieving developmental synchrony in young children with hearing loss.

Children with hearing loss, with early and appropriate amplification and intervention, demonstrate gains in speech, language, and literacy skills. Despite these improvements many children continue to exhibit disturbances in cognitive, behavioral, and emotional control, self-regulation, and aspects of executive function. Given the complexity of developmental learning, educational settings should provide services that foster the growth of skills across multiple dimensions. Transdisciplinary intervention services that target the domains of language, communication, psychosocial functioning, motor, and cognitive development can promote academic and social success. Educational programs must provide children with access to the full range of basic skills necessary for academic and social achievement. In addition to an integrated curriculum that nurtures speech, language, and literacy development, innovations in the areas of auditory perception, social emotional learning, motor development, and vestibular function can enhance student outcomes. Through ongoing evaluation and modification, clearly articulated curricular approaches can serve as a model for early intervention and special education programs. The purpose of this article is to propose an intervention model that combines best practices from a variety of disciplines that affect developmental outcomes for young children with hearing loss, along with specific strategies and approaches that may help to promote optimal development across domains. Access to typically developing peers who model age-appropriate skills in language and behavior, small class sizes, a co-teaching model, and a social constructivist perspective of teaching and learning, are among the key elements of the model.

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来源期刊
Trends in Amplification
Trends in Amplification AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-OTORHINOLARYNGOLOGY
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期刊最新文献
Laboratory and field study of the potential benefits of pinna cue-preserving hearing aids. Modern prescription theory and application: realistic expectations for speech recognition with hearing AIDS. The perception of telephone-processed speech by combined electric and acoustic stimulation. The master hearing aid. How linguistic closure and verbal working memory relate to speech recognition in noise--a review.
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