How to guide the deaf children to make sound?

Give sound stimulation.

A large number of meaningful sound inputs are very important for children with hearing aids and cochlear implants. Insist on giving children more stimulation of “listening” and “speaking”, let children learn to use “ears” slowly to detect, sense and distinguish sounds, so as to better understand the sounds they hear.

The input sound can include the natural environment sound, such as the sound of knocking on the door, the sound of wind, the sound of rain It can also be phonetics, such a s m.u.a.i.sh.s, a.o.e.i.u.u., as well as common words and simple sentences in life, such as: Mom, Dad, cuddle, awesome, baby coming, sleeping, etc.

In addition, if the child does not have obvious vocal performance in this process, we can also give the child some visual or other sensory tips, such as: mouth opening, upper and lower lips stretching forward, pressing the nose, blowing on the back of the hand, touching the throat to sense the vibration of the vocal cord, etc.

Continuous meaningful and life-oriented language input will enable children to receive more practical and meaningful language information, which provides full possibility for the final appearance of their spoken language.

2 find the sound source point.

In teaching practice, we often find that children will have some unconscious pronunciation, sometimes they will imitate some mouth patterns, make a weak voice or a louder voice, sometimes they will even burst out some continuous syllables. These sounds are very valuable. When we record these sounds, we should try to imitate them, and judge whether a child’s voice may be a “sound” through analysis and research. This emerging sound is the “source” of children’s future speech and voice. I call it “source point” or “voice point”. Children’s language is about to develop from this sound source.

3. Strengthen and stabilize the sound source point.

After finding the source point, we should first encourage and affirm the child with exaggerated actions and expressions. For example: nodding, thumbing, clapping, kissing and touching the child’s head Then imitate the sound source point of the child, such as: m sound, close your lips tightly, do not make “Mo” sound, that is to say, we will imitate whatever sound the child makes. In order to consolidate these sounds, we should continue to repeat and imitate in the same period of time until the sound source point is stable.

4 pull out the sound source point to promote the development of sound source point.

After the sound source point is relatively stable, we can let the children make the sound source point longer and give it practical meaning, such as the “O -” sound when they are happy, the “m -” sound when they are not willing, the “I -” sound when they are surprised, etc. This kind of practice not only enhances the interest, but also promotes the development of sound source points.

More than 5 sound source points are connected to bring out language sound.

After the first sound source point is found, we use the same method to find out more sounds that children can make, and then put this one sound together, it becomes a certain word or word. For example, if I and a are connected, it is ya, duck’s duck, and if u and o are connected, they will become Wo, you and me, so that children’s language will become more and more rich.

It’s very exciting and encouraging that a deaf child never speaks and uses language to express himself in the whole process, from finding the sound source point, to stabilizing the sound source point, to uttering syllables, and finally turning it into speech through connection. In this process, we need to be attentive, careful and patient with our children. Finally, we need to have a firm determination to go through their rehabilitation journey with them.

Stick to it! Stick to it! Children’s voice language will make you happy and memorable