As such sleponemogluhota defined in science as will come in early or later in life the loss of vision and hearing, and in connection with the onset of numbness.Such a definition is somewhat narrower from an educational point of view.For teachers, especially important answer to the question who is to be teaching at a school for deaf-blind children.
Of course, it is primarily the children totally blind, that is without objective view and at the same time totally deaf, that is not able to perceive and understand human speech.The problem are the children who have residual vision or residual hearing.To determine whether slepogluhonemoty for each child must be using a variety of studies to establish how broken this or that distant analyzer, and based on these data to determine how much it hurt and the child, as a consequence of a violation of the visual and auditory
Sleponemogluhota is not a simple sum of the two defects - sight and hearing.When a person is not slepogluhonemote of compensation due to the functioning auditory system, but the vision is not able to compensate for the hearing loss and speech function.When blindness hearing loss, but also insignificant, leading to more serious problems than all the same hearing loss sighted.Similarly, the loss of a deaf child more frightening than hearing blindness.
development of deaf-blind child much difference with the formation of a child with impaired hearing or vision.This is due to the lack of interaction sleponemogluhogo child with the outside world.It also is a determining factor in assigning the child to the deaf-blind category, rather than a simple numerical combination of vision and hearing defect in one person at a time.
Blind is a person with a visual acuity to 0.04 inclusive.Deaf is the one who has hearing loss in the speech frequency range exceeds 75-80 dB.However, this does not mean that only children with these indicators can be categorized as deaf-blind children.This quantitative approach in terms of training, education and integration of children into society is not true.When referring a child to the deaf-blind category, and hence the recommendations for the schooling of the corresponding type of professionals do not come from a specific digital data and from that how much developed the child, what is the degree of formation of means of communication with other people, and especially pay attention to the level of developmentspeech, as well as the real possibility of the child's entry into the interaction.
In the existing state of people with visual acuity to 0.08 are classified as blind.Deaf children with vision to be teaching in schools for deaf-blind children.From a practical point of view of a deaf child with a visual acuity of 0.1 in the same can not be taught in a school for deaf children.They can not learn to read flatbed books and read information from the speaker's face.This group of children is not in demand in schools for the deaf and for the blind in schools.They should be trained in schools for deaf-blind children.
In the case of low vision is complicated by deafness, eye doctor provide an opinion on how much the child is not counter-sighted systematic reading of textbooks, as well as to whether it is able to learn to read the spoken word on the lips.In the case of abnormal vision loss will continue throughout the life of the child to his parents recommend to define it in a school for deaf-blind, where he will learn to immediately read Braille.Such training is more effective than during transition pozdnooslepshego child.
The examination of taken into account not only its sharpness, but the breadth of the field of view, the preservation of the central and peripheral vision, the degree of fatigue.In some cases, children can be installed sparing regimen.In this case, the child may be contraindicated sighted reading books and then he was transferred to training in Braille.It is also necessary to take into account the child's ability to use residual vision.In practice, there were cases that deaf children with the restored vision, the so-called "Minghui" and have not learned to use it, preferring to visual perception of touch.
Thus, training at a school for deaf-blind children to be children with visual impairment, in which the child is counter-sighted systematic reading of books, and they are not able to read the spoken word with the speaker's face.
To include deaf people with hearing loss greater than 75-80 dB in the speech frequencies (500-3000 Hz).However, in this case, should not only be used for the quantitative characterization of the needs of teachers in determining slepogluhonemoty.The characteristics of a deaf child the most important thing is not that he is deaf, but that he became mute due to deafness.
In connection with what deafblindness can be defined as a hearing loss, which does not allow the child to take it to other people, so that he observed muteness.
speech underdevelopment associated with varying degrees of deafness, hearing loss of up to a total loss of hearing.
different degree of hearing loss is of a different degree and no formation of speech.Thus, in light of hearing loss in a child is violated only pronunciation, if more severe deafness, a child may be impaired understanding of words and their correlation with the situation at the last stage, the child is not fully able to perceive human speech but also very loud.
Blindness greatly aggravates the development of speech but also with a very mild hearing loss, and in the absence of systematic training it may not be formed.
The selection of the school for blind children suffering from hearing loss experts do not take into account the degree of hearing loss and the level of language development.Hearing loss, which led to the complete or partial absence of speech, that is not a full understanding of its contents, agramotichnosti when blindness is the main indicator for the placement of the child with the purpose of training in a specialized school for deaf-blind children.
Thus, a school for deaf-blind children are taught the children, hearing impairment which led to a complete or partially to the development of speech.
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