The hearing-impaired children spend most of their time with their families, and the hearing speech rehabilitation training needs to rely more on natural living situations. In the process of teaching, parents often have some problems. Such as the lack of self-management ability, one-sided evaluation of children, lack of self-learning ability and so on. What are the effective guidance methods for these common problems?
1. Problem solving of insufficient self-management ability
The lack of self-management ability mainly refers to the problem of parents’ attitude towards task implementation in family training. Some parents don’t finish the tasks assigned by the teacher in time, so they don’t practice without time; some parents can’t meet the time or frequency requirements even if they practice; some parents cut some tasks and only choose one task to practice. We all know that hearing-impaired children need to repeat the language constantly and meaningfully. For this phenomenon, we can adopt the following three methods:
① back to class. There are two forms of back to class. One is that the teacher assigns a teaching goal to the parents, so that the parents can design their own teaching, prepare materials and present them on the spot in the next class. In the other way, the teacher provides different methods or forms of exercises to help the children consolidate the classroom goals. The parents should give feedback on the ways they used and the performance of the children. Or use modern equipment, video or recording, record the training process, and submit it to the teacher for inspection.
② complete the written work. For example, ask parents to think about the language input around the keyword “apple”, and ask them to write down 10 sentences containing the keyword and give it to the teacher in the next class.
③ use incentive method. Teachers should encourage parents in time, affirm what parents do well, help parents build confidence and cooperate with teaching better. So good parents and children can get written materials, small toys, small seals and so on specially prepared by teachers.
2. Solve the problem of one-sided evaluation of children’s rehabilitation effect
We all know that hearing-impaired children have the same physical and psychological development track as normal children. We advocate a comprehensive rehabilitation model. Some parents only pay attention to their children’s listening and speaking ability, and can’t objectively and comprehensively cultivate and evaluate their children. For example, when the teacher asked, “do you think the child has made progress in this class?” the parent replied, “no, still can’t say.” Facing this situation, teachers should guide parents to observe and evaluate their children from many aspects. Tell parents that children will return to the mainstream society in the future. Speaking is a very important indicator, but not the only one. For example, it can be evaluated from the aspect of behavior: the children who used to run around in class didn’t cooperate with each other, but now they can sit down; they used to grab teaching aids before they came up, but now they don’t grab them; they used to take toys when they didn’t listen to the teacher’s instructions, and now they can take toys after they listened to the instructions. All of these show that children have the awareness of classroom rules and self-regulation, which is conducive to building good classroom behavior habits; children actively express their needs and wishes with various voices or voice we can’t understand in communication, which shows that children have the awareness of actively using voice to communicate with us; when they see that the table is dirty, they know to take paper to wipe, which shows that children have the observation of life Ability: when you hear the phone ring suddenly, you will help to find it out, which means that you can actively listen to the surrounding voice like a normal child These are the performance of children’s progress, which is worthy of appreciation.
3. Problem solving of the lack of self-learning ability
Some parents have a wrong understanding of teaching objectives, and they can’t achieve the objectives smoothly in practice, which shows that their learning ability is relatively limited. In view of this situation, it is often not the problem of parents. The key lies in the appropriateness of teachers’ guidance methods. ” Through specific examples, we further understand.
Example 1: older grandfathers or grandmothers have weak understanding, so their teachers need to use more popular language for guidance. For example, for “listening and playing practice”, the teacher can say: “put the toy beside the ear, listen to it, and do it like me when you hear the sound.” Take the parents with you when necessary. We all know that the loudness of the voice for children during listening and playing practice can not be too large or too small, but parents often like to give a loud voice at the beginning. What sound is suitable? We can give parents a variety of loudness to help them identify the appropriate loudness.
Example 2: at the beginning of training, the teacher often said to listen to “all kinds of sounds” at home. It turns out that the parents don’t understand or fully understand “all kinds of sounds”. We need to patiently explain to the parents that “all kinds of sounds” include several categories (Human voice, natural living environment voice, musical instrument voice, pseudo voice, etc.) We can look for sound from inside. We take the model of demonstration – question – expansion to analyze each kind of voice. For example, if the teacher claps his hands, asks the parents what the voice is, guides the parents to know that it is the voice of our body, and asks the parents to give examples of what other voices can be made by our body parts. These voices can guide the children to listen and observe the children’s reactions.
Example 3: teachers often say that children should learn to emphasize and repeat the language in their life when learning a language. Some parents don’t understand it. We will adopt a step-by-step method to let parents tell them to be able to speak first, communicate with their children more, know what their children do and say, and what they do and say. Then from the perspective of part of speech, starting with verbs, describe the language of action, such as “wipe”, which can be combined with different activities in life: wipe a table, wipe a face oil, wipe a hand cream Tell parents that when we talk about verbs, the voice should be appropriately accentuated or lengthened to play an important role. After the parents understand and can use them, we will guide them to emphasize the adjectives in the sentence, such as “ice-cream” — the ice-cream we eat, the water ice we drink After practicing various parts of speech in turn, parents have the habit of emphasizing. Finally, we can use this technique to teach parents how to learn new words or how to make our children hear a certain word clearly.
Link：Parental guidance for teaching young parents and children
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