Tebenova K.S., Alshynbekova G.K., Kudarinova A.S., Ashimkhanova G.S., Seksenbayeva A.T.
KSU of the name of academician E.A.Buketov, Karaganda, Kazakhstan
SPEECH LANGUAGE DEVELOPMENT OF HEARING IMPAIRED CHILD
Аннотация
Сегодня модернизация образовательного процесса в стране обязывает нас еще раз пересмотреть образовательную работу. Целью является развитие воспитательной работы с детьми в системе комплексного образования. Поэтому одним из главных вопросов, стоящих перед школой, является воспитание цивилизованного, прогрессивного и нравственного поколений.
Summary
Nowadays the upgrading of the educational process in the country obliges us to revise the educational work once again. The purpose is the development of educational work with children in the comprehensive education system. Therefore, one of the main issues facing the school is education of civilized, progressive and moral generations.
Ключевые слова: нарушение слуха, глухота, развитие, расстройство, образование
Keywords: hearing impairments, deaf, development, disorder, education
Speech language development of hearing impaired child requires a great deal of work. Proper, accurate and timely speech is the way of becoming as an individuality. A normal, fluent, linguistically communicated person is able to communicate freely, expressing his / her own point of view. The lack of speech can make the relationship with the environment more impressive. It loses its reliance on the child’s self-esteem.
The children with hearing impairment have their own peculiarities. Hearing during childhood affects the mental development of the child and leads to secondary defects. Hearing impedes the development of the child’s speech and causes early lack of speech.
Many scientists have studied the problem of hearing impairment children. Boskis R.M. has described the peculiarities of the speech of children with hearing impairments and made the pedagogical classification. In order to develop hearing impairment, the level of mental development is very important; particularly, there should not be additional irregularities that may slow down the speech formation process (mental retardation, visual impairment, etc.).
Sataeva A.I., Bakhshinyan V.V. wrote information on the recovery period after the hearing of the child. The most important and prolonged implantation during this period is 4-6 weeks after the operation and its correction. Then you need to restore the listening experience. The auditor, deaf-and-dumb pedagogue and patient will check the minimum electrostimulation value (threshold level) and a large sensitivity level (convenient level) [1].
Sataeva A. I. thinks that the child should respond to the acoustic signal, for example, that the child should respond to a pyramid ring or put the cube in the body. Small children also respond to the sound. The doctor evaluates these reactions, teaches parents to notice and correct changes in the behavior of the child- control his inevitable and voluntary reactions to different sounds. In the first year of life, this correction is performed 4 times, in the second- twice, in subsequent years — once a year [2].
Speaking in phonetic sounds in a spoken language, the word composition repeats different words and fills more sounds. Weaknesses of hearing are common in children’s phonetics and children often confused in meaningful words.
The level of speech development depends primarily on the degree of hearing impairment, its starting time, and the hearing defects, taking into account the individual characteristics of the child. Although hearing impairments are evident and premature, the ability to develop speaking skills in speech and timely correction of speech skills will allow the teachers to have access to school time and acquire the ability to communicate. If the hearing impairment is not recognized or is not correctly resolved, the child’s speech may not develop with a low hearing impairment.
The normal operation of the phonemic system reviews the incorrect audit engagement of all sounds (including acoustic frames) and the accuracy of their pronunciation. These two aspects describing the state of the phonetic system can also not normally occur in the event of early hearing impairment.
Phonetic-phonemic disorders in hearing-Impairment people are observed in the severity of hearing impairment and the polymorphic distortion of many speech sounds, which often has a sophisticated sensory state. In children with hearing impairments, speech deficiency is at different levels. However, in a general sense, not all aspects of the speech language are developed due to the limited hearing ability of a hearing-Impairment child. Because they do not understand the language of people in the environment, their spoken language is also corrupted (phonetics, vocabulary, grammar).
The children of this type who do not understand the speech (impressive speech) cannot accept it. In order to understand the word, firstly, you have to accept it, you must hear it correctly, but if you have hearing problems, you cannot understand it. The child with hearing impairments does not even recognize low-frequency sounds, so they cannot distinguish between sounds. The 84 % of children with first-rate hearing impairments cannot detect high-frequency sounds. That means that they cannot accept through hearing, and it is difficult for them to understand words that sound. However, children with hearing impairments cannot distinguish between several sounds. How then do they understand other people’s words?
The level of Children with hearing impairment vocabulary varies and have their own peculiarities. The most important of them are:
- Low vocabulary stock. At a certain level of hearing impairment, the child may not be able to master the words and their meaning independently (unless specifically studied with the child).
- incomprehensibility of the meaning of the words that the child uses because of unclear speech. For example, a child may have to replace the word with another word because of the inability to distinguish speech. That is, because the child does not understand the sounds of the word, he replaces the words.
- The replacement of words with the same sounds affects understanding of speech. Children with Hearing Impairment may often not be able to understand the number of syllables in words.
- The pronunciation of the word may change the meaning of the word, because the word does not sound clearly, the word is replaced by another word, because it cannot distinguish between accent.
- when there are two or three consonants met, the child may say some of these without sounds.
- substituting acoustically similar sounds, in that situation the meaning of the word changes.
The speech language of Children with Hearing Impairment are not realistic. Of course, these distortions make it difficult to disconnect the process of hearing and speech through hearing. Even for normal children is difficult to develop words when they repeat new words from adults.
In addition, grammatical aspects of the speech language are also wound up because of some reasons mentioned above. The words in the Kazakh language are made by intonation through the clauses. That is, these disorders can lead to problems with hearing impairment and agrammatism after learning the language of children with hearing impairment. Since words do not have grammatical links, there is often a lack of pronunciation of the child’s phrase vocabulary.
The lexical side of the speech language of children with hearing impairment is related to the difficulty of hearing and listening to similar words. Ability to learn abstract words and accompanying words that are particularly difficult for hearing Impairment children. The lack of vocabulary results in a lack of clear words, a broader range of meaning, and children replace one word with another. The essence of the words to be replaced is to name a similar thing by signs; the name of the substance with the exterior of the substance; the name of the action associated with that item.
Most children love mirrors. Take this opportunity to increase the child’s interest and do the exercises. Then, after the child learns, he tries to train himself in a mirror. The more exercises they make, the more effective their speech will be [3].
At the same time, toys are of great value with the exercise. For example, bubbles, balloons. The use of several soap bubbles or balloons has also had a positive effect, as the first method of developing the child’s speech language.
The main thing is work with sound in order to create the ability to play Kazakh sounds with correct words and phrases. The sound of a phonetic rhythm was accomplished at the beginning of the study. The motion that speaks about the deaf tone is fast, sharp, aggravated.
Further work of sounds is carried out according to the use of reduced phonemic system.
Thus, the content of speech development involves the following main areas:
- development of language skills of early childhood and pre-school children;
- formation of different forms of speech at each stage of study;
- different speech and speaking materials related to speech development, organization of subject matter in different situations of conversation and child activities.
The main objective of the oral speech development of preschool children is to create the need for oral communication and to form a natural oral speech. This task is carried out during all correctional and educational work.
Symbols (labels) are used between things and words as a component of the learning stages, At this stage, there are different signs, for example: various illustrations, icons, drawings, guides, figures, and pictures on the flange. In addition, the role of using artwork and illustrations to make a distinctive impression is significant. This method is best for the development of a language tool by replacing something with a generic word.
Formation of speech language at the stages of learning. The age, intelligence, and speech level of the child will be taken into account while developing of their the speech language.
The teaching of the state language is related directly to the methods of correctional work. The vocabulary and language resources of the child are key to the development of speaking ability.
Oral speech plays a leading role in the initial learning for hearing impairment children (under three years of age). The child accepts words and phrases by hearing, and in his speech, he draws words (vocal reactions, sound combinations, vocabulary, abbreviated words). At this stage, the development of verbal delivery and reproduction includes the development of audio and visual perception, the development of initial speech skills. The development of oral speech involves the development of speaking, auditory-visual and hearing-impairment speech.
One of the signs of speech deficiency of children with hearing impairment is the lack of grammatical structure, agrammatism.
Children with hearing impairment do not develop sounds because of the lack of auditory analyzer.
The child cannot reproduce these sounds due to hearing and listening to many sounds (depending on the frequency of some sounds). That is why these disorders even lead to the 96% of hearing impairment in children with hearing problems. There are currently many polymorphic disorders (1 to 4 in 31 children).
Language plays an important role in the development of children’s mental and behavioral attitudes. In a smaller sense, the main type of language development is through the game. The child plays, and the tongue gradually develops.
As the first method of developing the speech language for children with hearing impairments, we use a simulation of psychological impact. Psychological influence is a way of influencing to people (individuals and groups) to change the ideological and psychological structure of people’s consciousness, to change emotional situations, and to encourage certain types of behavior, using different methods of physical and psychological coercion [4].
In the method of imitation, the instructor and learner make a single word, but: the educator is much more intensive than speaking with adults, listening to his voice and expressing his voice, and the learner listens, repeats, imitates his speech, learns to speak and try to understand the meaning (compares the information of the sound complexes that show the substance, gesture, etc.). In such cases, it is very important for the educator not to fall below the orthoepic level and to imitate the child’s words («not to be nervous», «not to look down»).
The use of this method entails the birth of babies in later years (not only in the kindergarten, but also in the school, and even when they grow up).
Learning the method of imitation can also be an indispensable part of the daily routine, such as when dealing with a child during baptism.
Makarenko A.C. pointed out the importance of imitation in developing speech. Only positive examples can be achieved by just discussing game situations, rather than thinking [5].
In the development of speech language, all children, including children with hearing impairments, try to resemble their adult articulation, imitating their articulation.
The basis for the development of the speech language of children with hearing impairment lies in describing the psycholinguistic model of language, vocabulary, language system. There are levels of speech language that are age-appropriate.
Let us point out the main areas for the development of the speech language of children with hearing impairment.
It is important to take into consideration the child’s language abilities and language prior to the child’s active learning by using new words, the ability to capture and utilize new words, by adopting and speaking the language. At different stages of education, development of the speech language depends on the child’s specificity (initiative, readiness, activity).
Therefore, as we have noted above, in order to develop the speech language of children with hearing impairments, it is necessary to study the sounds of the Kazakh alphabet, to create links and to develop a special speech language. The development of the speech language is carried out at a certain level.
Regarding each sound,
[A] Speaking of vowel sound, it is wide open, and the tongue is free from the mouth. The voice curtain will be an open, vibrating voice.
Speaking of [Ә], the tongue moves forward and the tongue touches the bottom of the lower teeth, and the center rises to the ground. The voice is wide open, there is a vibration.
Speaking of [Б] sound, the upper and lower lips touch each other and open with airflow. The tip of the tongue is lower than the lower teeth, the center is vertical, and the vibration is voiced.
In the case of [B], the lower lip touches the upper teeth, the upper teeth are visible, the tip of the tongue is lowered, the center is raised, the airflow passes between the upper teeth and the lower lip, and vibration is voiced.
Speaking of the [Г] sound, the tongue is aligned with the lower teeth, the middle is raised up and touched, the air flow is disengaged from the tongue, the vibration is vibrant.
Speaking of [Ғ], the tongue is aligned with the lower teeth, the middle is raised up and touched, and there is a vibration of voice.
Speaking of [Д], the tongue touches the upper teeth, the middle ones are low, the air flows down the teeth, there is vibration in the voice.
[Е]- [Й] and [Э] sounds
[Ё]- [Й] and [О] sounds
When the [Ж] sound is heard, the lip is rounded to the front, the tongue extends to the front of the palate, the edge touches the root, the center is raised, the tongue is similar to the tongue, and there is vibration.
Speaking [З] sound, the upper and lower teeth are close to one another, the lips are stretching, the tongue touches the lower teeth, the center is raised up, and there is a vibration.
As for the sound of [И], it looks as laughing at the two faces, and the entire tooth is completely visible. The tip of the tongue touches the bottom of the tooth and the tongue rises and retracts from the mouth. The voice curtain will be open, vibrating with a voice.
The [Й] sound is stretched like two smiling faces, and the entire tooth is visible. The tip of the tongue touches the bottom of the tooth and the tongue rises and retracts from the mouth. The voice curtain will be open, vibrating with a voice.
Speaking of the sound [K], the tongue is aligned with the lower teeth; the center is lifted up and down, the airflows from the tongue to the ground, no vibrations of the voice.
Speaking of [Қ] sound, the tongue is aligned with the lower teeth, the middle is raised up and touched, the air flows out of the tongue, there is a vibration.
Speaking of the sound [Л], the tongue touches the upper teeth, the center is low, the back is raised, the lower edge is low, the shape is like a rope, the air passes through the edges of the tongue, and there is vibration.
Speaking of the [M] sounds, the upper and lower lips touch each other, pushing the airflow, the airflow through the nose, the tongue is distant from the teeth, and the center is vertical and the vibration.
Speaking of [H], the airflow passes through the nose, touching the upper teeth of the tongue, vibration.
The sound of [O] is rounded to the lips, the tongue is narrowed away from the lower teeth, and the back is raised slightly, there is a vibration.
Speaking of [Ө], the lips are round, the tongue touches the lower teeth, and the center rises. The voice curtain will be open, vibrating with a voice.
Speaking of [П], the upper and lower lips touch each other and open the air stream. The tip of the tongue is lower than the lower teeth; the center is flat, without vibration.
Speaking of the [Р] sound, the tip of the tongue touches the upper teeth, the center is low, the edges touch the upper teeth, the shape is spoon-like, the tongue ends with the vibration of the air, there is vibration.
Speaking of sound [C], the upper and lower teeth are close to each other, the lips are stretched, the tongue touches the lower teeth, the center is raised up, no vibrations.
Speaking of [T], the tongue touches the upper teeth, the middle is low, the air flows down the teeth, no vibrations of the voice.
[У] The lips are sharpened and the back is lifted upward. The sparkle is open, with vibrating vibration.
[Ұ] The loudspeaker is distant from the lower teeth and raised upwards. The voice curtain will be open, vibrating with a voice.
[Ү] the lips extend forward like the lips, and the tongue lies at the bottom of the oral cavity and the tip is slightly raised and raised upward. The voice curtain will be open, vibrating with a voice.
[Ф] the lips touch the upper teeth, the upper teeth are visible, the tip of the tongue is lower, the center is raised, the air flows between the upper teeth and the lower lip, without vibration.
[Х] Speaking of the sound, the tongue is narrower than the lower teeth, the center is raised, there is no vibration.
[Ц] In the meanwhile, the middle part of the tongue touches the alveoli, then drops down and speaks like the [C] sound, without the vibration of the voice.
[Ч] the lips are rounded to the front, the tongue touches the front of the palate, the edge touches the root, the center is raised, the tongue is similar to the tongue, and there is no vibration.
[Ш] the lips are rounded to the front of the palm, the edge is rooted in the teeth, the center is raised, the tongue is similar to the tongue, and there is no vibration.
[Щ] the lips are rounded to the front of the palm, the edge is rooted in the teeth, the center is raised, the tongue is similar to the tongue, and there is no vibration.
[Һ] the mouth is wide open, the tongue is distant from the teeth, the center is raised, there is no vibration.
[Ы] the lips are opened, the teeth are full, the tongue is raised and the back is raised. The voice curtain will be open, vibrating with a voice.
[І] the mouth is slightly open, the teeth are slightly opened, and the tongue touches the bottom of the lower tooth, and the middle is slightly raised. The voice curtain is open, there is vibration.
[Э] the mouth is slightly open, the teeth are slightly opened, and the tongue touches the bottom of the lower tooth, and the middle is slightly raised. The voice curtain is open, there is vibration.
[Ю]- [Й] and [У] sounds
[Я]- [Й] and [A] sounds.
As mentioned above, the work is accompanied by a certain algorithm. After initial work sounds, the next section focuses on «joints». We build links on these sounds.
We will focus on the next topic after discussing each of the sound. We will work on syllables after developping the sounds of speech language.
| Б | П | Д | Т | З | С | Г | К | В | Ф | |
| А | Ба | Па | да | Та | За | Са | Га | Ка | Ва | фа |
| О | Бо | По | До | То | Зо | Со | Го | Ко | во | Фо |
| У | Бу | Пу | Ду | Ту | Зу | Су | Гу | Ку | ву | Фу |
| Ы | Бы | Пы | Ды | Ты | Зы | Сы | Гы | Кы | Вы | фы |
| Ж | Ш | Ч | Щ | Ц | М | Н | Л | Р | Х | |
| А | Жа | Ша | Ча | Ща | Ца | Ма | На | Ла | Ра | Ха |
| О | Жо | Шо | Чо | Що | Цо | Мо | Но | Ло | Ро | Хо |
| У | Жу | Шу | Чу | Щу | Цу | Му | Ну | Лу | Ру | Ху |
| Ы | Жы | Шы | цы | Мы | Ны | Лы | Ры |
Although a child who has a hearing impairment does not have the speech of language, he has a tongue that can replace it. The alphabet called the dictum alphabet used by people with hearing impairments. That is, each word has its own sign language, and the names of human beings, and terms are expressed in dictation. We will refer to this language and the fingerprint alphabet during developing the speech language of children with hearing impairments.
References
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2 Сатаева А.И. Запускающий этап реабилитации ребенка с КИ: четыре сессии работы сурдопедагога // Альманах Института коррекционной педагогики «Кохлеарная имплантация: запускающий этап реабилитации». – 2016. – №24.
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5 Чалдини, Р.Б. Психология влияния. Убеждай. Воздействуй. Защищайся / Р.Б. Чалдини. — СПб.: Питер, 2016. — 336 б.