Formation of auditory skills in children with cochlear implants

Abstract

The purpose of this article is to development of theoretical and practical issues, in particular, the
technology of auditory-speech development of children with cochlear implants, which takes into account modern medical, technical and pedagogical aspects of correctional and developmental impact is based
on the national educational context.
Research methods: analysis of literature sources, theoretical modeling, pedagogical experiment,
quantitative and qualitative processing of experimental data.
According to the results of the scientific literature analysis, the content of the construct “auditoryspeech
skills of children with cochlear implants” is substantiated and it is determined that the hearing
and speech development of children with cochlear implants is based on gradual formation of detection
skills (acoustic signals detection), differentiation (acoustic signals differentiation), identification (acoustic
signals identification) and perceptions (reproduction of unfamiliar acoustic and speech signals), which
form a hierarchical system (each subsequent “superimposed” on the previously formed); the formation
of hearing and speech skills provides a gradual increase in the weight of the auditory component in the
perception, understanding and production of oral speech and is the basis for the speech lexical, gramma,
phonetic skills formation; it is also associated with the development of auditory attention, auditory-speech
memory, analysis, synthesis, phonemic processes.
We have developed, modelled and experimentally tested the method of hearing and speech development
in children with cochlear implants. Target, conceptual, substance, professional, and competency-based
elements of this method ensure the complexity of correctional and developmental impact, taking into
account its main factors and the state of hearing development of children with cochlear implants. The
subjects of technology implementation were the interdisciplinary support team, which includes doctors,
maintenance specialists, teachers, and parents.
Conclusions. The directions of optimization of conditions of auditory-speech development of children with
cochlear implants have been determined: organization of team interaction on the basis of interdisciplinarity;
involvement of parents in correctional and developmental activities on a partnership basis; a combination
of spontaneous and purposeful learning in a family and educational institution; narrow-profile professional
training and advanced training of teachers in working with children with cochlear implants.