早期干预康复成功的起点（The starting point of early intervention rehabilitation）.docVIP

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早期干预康复成功的起点（The starting point of early intervention rehabilitation）.doc

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早期干预康复成功的起点（The starting point of early intervention rehabilitation）

早期干预康复成功的起点（The starting point of early intervention rehabilitation） The starting point of early intervention rehabilitation Guangzhou deaf school Jane pillars Gao Kejuan For children with hearing impairment, early intervention (early detection, early wear, hearing aid, early training) is an effective and effective measure for hearing and speech rehabilitation, which is accepted by people both at home and abroad. Especially for congenital delayed deaf children. The first peak of intelligence development is in the infant stage. During this period, the organs of the children grew fastest, especially the brain. According to scientists, about 95% of the concepts acquired in life are formed before 5 years of age, and speech is the product of the maturation of brain functions. Therefore, 2_5 years of age is the critical period for learning language. And daily life is the basic environment for childrens language acquisition. In this environment, if adults pay attention to the development of childrens language consciously, their language will develop rapidly. On the contrary, their language development will be slow. Although deaf children suffer from hearing impairment, their physiological development should follow this common pattern. Of course, the object of early intervention, not just prelingually deaf children, should also include the deaf language, namely in hearing disorder, early diagnosis of the degree of hearing loss, hearing aid fitting right, let him seize the opportune moment monitor, regulate their voice, consolidate and develop the existing language. For children, all the words are not to talk about, or a combination of observation to listen to what it can grasp, but in repeated these words, after repeated use can truly understand the meaning of words, make the correct use. That is to say, experience and cognition are the basis for children to acquire language. Deaf children are no exception. Therefore, rehabilitation of deaf children should not be one-sided