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

对于使用手语的人工耳蜗儿童，早期沟通的建立与听力听觉能力显著相关。即使人工交流的使用占主导地位，我们观察到，人工耳蜗植入婴儿的听觉发展在植入数年后通过基于享受的相互交流活动得到扩大。(1)如果早期的母婴交流是建立在言语或手动模式下，那么a)幼儿通过手指拼写来意识音素，表达性词汇随着接受性声音的扩大而增加。但是，他们的语义概念并没有得到充分的传播。以残听为主使用韵律信息的婴儿言语交流更活跃，发音更清晰。一些婴儿在三年后有了他们的年龄语言能力。(2)相比之下，当婴儿在早期母婴交流中即使使用手动交流也不能完全建立时，口语的发展也没有得到启发。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，通过字母识别日语的形式对于语言学习程序来说是非常重要的。因此，在人工环境下，需要包括聋人学校在内的所有干预机构开展旨在激发听觉学习的教育项目。今后有必要考虑实施以大学间合作为中心的教育方案。”

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.