“Development of spoken speech of children with cochlear implants in cooperation with deaf pedagogue and speech therapist”

Po’latova Azimovna - Veterinary scientific Research Institute
Ismoilov Shuxratovich - Veterinary scientific Research Institute

Abstract


This article explores a collaborative approach to spoken language development in children with cochlear implants (CIs), emphasizing the synergistic roles of a deaf pedagogue (deaf educator) and a speech therapist. It examines the unique contributions each professional brings to the rehabilitation process: the speech therapist focusing on auditory training, articulation, and language skills, while the deaf pedagogue provides cultural insights, communication strategies, and support for navigating the hearing world as a deaf individual. The article details the methods used by both professionals, highlighting how their coordinated efforts address the specific linguistic, social, and emotional needs of children with CIs. It analyzes the benefits of this collaborative model in terms of improved speech perception, language acquisition, communication skills, and overall well-being. The study offers valuable insights for creating more holistic and effective intervention programs for children with CIs, promoting greater success in spoken language development and integration.

ABSTRAK

Artikel ini mengeksplorasi pendekatan kolaboratif untuk pengembangan bahasa lisan pada anak-anak dengan implan koklea (CI), menekankan peran sinergis dari seorang pendidik tunarungu (pendidik tunarungu) dan seorang terapis wicara. Artikel ini mengkaji kontribusi unik yang dibawa oleh masing-masing profesional dalam proses rehabilitasi: terapis wicara berfokus pada pelatihan pendengaran, artikulasi, dan keterampilan berbahasa, sementara pendidik tunarungu memberikan wawasan budaya, strategi komunikasi, dan dukungan untuk menavigasi dunia pendengaran sebagai individu tunarungu. Artikel ini merinci metode yang digunakan oleh kedua profesional, menyoroti bagaimana upaya terkoordinasi mereka mengatasi kebutuhan linguistik, sosial, dan emosional khusus anak-anak dengan CI. Artikel ini menganalisis manfaat model kolaboratif ini dalam hal peningkatan persepsi ucapan, pemerolehan bahasa, keterampilan komunikasi, dan kesejahteraan secara keseluruhan. Studi ini menawarkan wawasan berharga untuk menciptakan program intervensi yang lebih holistik dan efektif bagi anak-anak dengan CI, mendorong keberhasilan yang lebih besar dalam pengembangan dan integrasi bahasa lisan.

References


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DOI: https://doi.org/10.59818/cognitia.v1i1.2726

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