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The Development of Educational Support Program for Auditory Information Processing of Children with Cochlear Implants in manual communication

人工耳蜗植入儿童听觉信息处理教育支持项目的开发

基本信息

批准号：
20530891
负责人：
TAKAHASHI Nobuo
金额：
$ 2.91万
依托单位：
Ehime University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2008
资助国家：
日本
起止时间：
2008 至 2010
项目状态：
已结题

项目摘要

For cochlear implanted children using sign language, the establishment of the communication is significantly related to auditory ability for listening in early childhood. Even if the usage of manual communications was predominant, it was observed that the auditory development of cochlear implanted infants was enlarged through mutual communicative activities based on enjoyment as years after implantation. (1)If early mother-infant communication was established in either speech or manual mode, then a) expressive vocabulary was increasing according to enlargement of receptive sound in young infants who was conscious of phoneme by the finger spelling. But, their semantic concepts were not fully spread. In infant who used prosodic information mainly through residual hearing, speech communication was more activated and articulation was clearer. Some infants had their age language ability in three years later. (2)In contrast, when infants could not be fully established in early mother-infant communication even if manual communication was used, the development of spoken language was not inspired. They could communicate through speech by long-term intervention, but they had some problems in Japanese language usage. Therefore, it is very important for language learning program that recognize the form of Japanese language by using the letter.Thus, in manual setting, it is needed to conduct educational programs that intend to motivate the auditory learning by all intervention institutions including the school for the deaf. In future, we need to consider for the implementation of educational programs centered on cooperation between the institutions.

对于使用手语的人工耳蜗植入儿童，沟通的建立与早期儿童的听觉能力显著相关。即使人工沟通的使用占主导地位，据观察，人工耳蜗植入婴儿的听觉发展，通过相互交流活动的基础上享受植入后多年扩大。(1)If早期的母婴交流是以言语或手的方式建立的，然后a）随着幼儿接受声音的扩大，表达性词汇量增加，幼儿通过手指拼写意识到音素。但是，他们的语义概念并没有得到充分的传播。主要通过残余听力使用韵律信息的婴儿，言语交际更活跃，清晰度更高。有些婴儿在三年后就有了他们的语言能力。(2)In相反，当婴儿在早期母婴交流中无法完全建立时，即使使用手动交流，也无法激发口语的发展。通过长期干预，他们可以通过语言进行交流，但他们在日语使用方面存在一些问题。因此，通过字母来识别日语的形式，对于语言学习计划来说是非常重要的。因此，在人工设置中，需要通过包括聋人学校在内的所有干预机构来实施旨在激发听觉学习的教育计划。今后，我们需要考虑实施以机构间合作为中心的教育方案。