Educational Needs Of Children With Deafness

Educational needs of children with deafness

Introduction

The current education system aims to include all types of students, including students with hearing problems. These have to be duly attended based on their difficulties. Therefore, we have prepared this article on the educational needs of children with deafness.

Developing

Keep in mind that these children have affected a basic sense. This deficiency in auditory perception can cause many school problems and in daily life. 

Educational needs of children with deafness

The fact that a child present deafness or low hearing entails a series of difficulties in cognitive development. Since not listening correctly, it implies:

• Have less curiosity and motivation for the events of the environment. And, consequently, a lower knowledge of the world.
• Present linguistic problems, which make it difficult to incorporate and communicate through oral language.
• Experience few social interactions with other children, because of communication problems.
• Have to undergo an adaptation to auditory prostheses. These are used to alleviate listening difficulties. That is, they must learn to effectively use headphones and cochlear implants.
• Measures to deal with the educational needs of children with deafness

At school, teachers must favor communication in the classroom, taking the following measures:

• Anticipate written information before the contents of linguistic competence will be given.

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• Remember what was done in the previous class and relate it to the new content.
• Avoid too long oral exhibitions.
• Explain the themaries with practical examples and demonstrations.
• Provide visual support materials.
• Use accessible computer supports.
• Finish classes with a recapitulation of the contents worked.
• Adapt the texts, if necessary.
• Increase exercises time and evaluation tests.
• Present in writing possible clarifications or indications for the realization of an activity.
• In addition, it should be taken into account that acoustic and visibility conditions in class are appropriate.

For this it is recommended that the student with deafness feels in the second row. So that, it can have a good visibility of the teacher and his classmates. In this sense, it is also important that the teacher is never located on his back to light or windows. And assign and respect the word shifts. Therefore, in general, it can be said that teachers must take care of reflecting and information on the educational needs of each specific case. To be able to get as much as possible from the child with deafness.

Curricular and supporting support adaptations

In addition to the previously commented measures, with children to present deafness, we must carry out curricular adaptations. These must be adjusted to the level of students’ competencies. Mainly, in the areas where they can have more difficulties, such as:

• Oral language: you require intervention with a speech therapist to learn and use the oral tongue correctly. They can also specify the teaching of a manual communication system (sign language).
• Foreign language: To learn a foreign language, they need objectives based on the understanding of the existence of other oral linguistic systems. In addition, you have to focus on teaching the use of very common expressions for use.
• Music: They must learn music through the development of body expression, rhythm and vibratory and tactile stimulation with musical instruments.

Also, deafness or low audition students usually have individual sessions with therapeutic pedagogy teachers and with the audition and language. Thus, they have a reinforcement to work in depth certain contents and aspects in which they can have greater difficulties, because of their condition. For example, in the development of language, literacy, logical-mathematical thinking, etc. Likewise, the student may require the presence of a class interpreter in class. So, the child has a greater or lesser support of this person based on his level of communication development in:

• Oral language
• Sign language.

conclusion

Ideally, it would be that the teachers of all ordinary centers had sufficient preparation to deal with students with deafness in their classrooms. Teachers should be trained in the use of:

• Alternative and augmentative communication systems
• Teaching methodology for students with auditory deficiencies.

Unfortunately, this is not usually like that. So there is still much to do from educational institutions to get these children to enjoy complete equity in their education.