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Young children with hearing disabilities spend most of their time with their families, and hearing and speech rehabilitation needs more to rely on natural life situations. In the parent-child teaching of young children with hearing impairment, the parents are mainly guided. During the teaching implementation process, parents often find some problems. Such as lack of self-management ability, one-sided evaluation of children, lack of self-learning ability. What effective guidance methods are available for these common problems?

1. Problem solving for insufficient self-management ability

Insufficient self-management ability mainly refers to the problem of parents’ attitude towards task implementation in family training. Some parents did not complete the task assigned by the teacher in time. They felt that they didn’t have time to practice. Some parents even did not meet the requirements in time or frequency even if they practiced. Some of them deleted some tasks and only selected one task to practice. We all know that hearing-impaired children need to constantly repeat the language and repeat it meaningfully. In response to this phenomenon, we can use the following three methods:

1 class. There are two forms of returning classes. One is that the teacher arranges a teaching goal for the parents, allowing the parents to design their own teaching, preparing materials, and presenting the live demonstration in the next class. In another form, the teacher provides different methods or forms of exercises for the goal, helping the child to consolidate the classroom goals, parents to feedback what methods they use, and the child’s performance. Or use modern equipment to record or record, record the training process, and hand it over to the teacher.

2 Complete the written assignment. For example, let parents think about the language input around the keyword “Apple” and ask parents to write 10 sentences containing keywords and hand them over to the teacher in the next class.

3 use the incentive method. Teachers should encourage parents in a timely manner to affirm the areas where parents do well, help parents build confidence and better coordinate with teaching. Therefore, parents and children who have achieved good performance can obtain written materials, small toys, and small seals specially prepared by the teacher.

2. One-sided problem solving for children’s rehabilitation effect evaluation

Everyone knows that hearing-impaired children have the same physiological and psychological developmental trajectory as normal children. We advocate a comprehensive rehabilitation model. Some parents only pay attention to their children’s ability to listen and speak, and cannot objectively and comprehensively train children and evaluate children. For example, when the teacher asked: “Do you think the child has made progress in this class?” The parents replied: “No, still can’t say.” Faced with this situation, the teacher should guide parents to observe and evaluate the child from many aspects. Inform parents that the child will return to the mainstream society in the future. Although speaking is a very important indicator, it is not the only indicator. For example, it can be evaluated from the behavior: the children in the previous class did not cooperate with each other, and now they can sit down. They used to grab the teaching aids before, but they didn’t grab it now. They didn’t listen to the teacher’s instructions before they went to get the toys. Now they can listen to the instructions. Go get the toy. All of these indicate that children have a sense of classroom rules, and they have a sense of self-regulation, which is conducive to the establishment of good classroom behavior habits; children in communication actively use their voices or voices we do not understand to express needs and wishes, indicating children Have the initiative to use the voice to communicate with us; see the table is dirty, know to take the paper to wipe, indicating that the child has the ability to observe life; suddenly hear the phone ring, will help find out the phone, indicating that it can be like a normal child Take the initiative to listen to the sounds around you… These are the performances of the child’s progress and are all worthy of appreciation.

3. Problem solving for lack of self-learning ability

Some parents understand the deviation of the teaching objectives, and the actual operation can not achieve the goal very smoothly, indicating that their learning ability is relatively limited. In response to this situation, it is often not a parent’s problem. The key is whether the teacher’s guidance method is appropriate. “We will further interpret through specific examples.

For example, 1: Older grandparents or grandmothers have weaker comprehension, and they need to be in a more general language for their teachers. For example, for the “listening and putting practice” teacher can say: “put the toy on the side of the ear, listen to it, hear the sound like I do.” If necessary, do it with the parents. We all know that the sound of the sound given to the children during the practice of listening and putting can not be too big or too small, but parents often like to give a loud voice at the beginning. What sound is appropriate? We can give parents a variety of loudness to help parents identify the right one. Loudness.

Example 2: At the beginning of the training, the teacher often said that he would go home and listen to “various voices”. As a result, he found that the parents listened to the kinds of voices. In fact, the parents did not understand or understand the “various voices”. We must patiently explain to parents that “various voices” contain several major categories (human body sounds, natural living environment sounds, musical instrument sounds, sounds, etc.), and we can find sounds from inside. We use a model-question-extended model to analyze each type of sound. If the teacher makes a clap, ask the parents, what is the sound of this, guide the parents to know that this is the sound of our body, and let the parents give examples of what sounds can be made in our body parts, these sounds can guide the children to listen, Observe your child’s reaction.

Example 3: Teachers often say that children learn to emphasize and repeat the language of life when they learn language. Some parents do not understand, we will adopt a step-by-step approach, let parents tell parents to first become able to speak, talk more with children, know what the child is doing and what to say. Then start from the point of view of the part of speech, starting from the verb, describe the action in the language, such as “wipe and rub”, can be combined with different activities in life: wipe a table, wipe a face oil, rub a wipe Hand cream… Inform parents that when we speak verbs, the sound should be appropriately aggravated or lengthened to play an important role. After the parents understand and use it, we will guide the parents to emphasize the adjectives in the sentence, such as “ice and ice” – the ice cream we eat, the ice that we drink, the ice-ice that we drink… There is a habit of emphasizing. Finally, we can use the emphasis on this technique by teaching parents to learn new words or to let the children hear a certain word we say.