CLASSIFICATION OF THE DEAF

The pedagogic classification of the deaf and hard hearing child and his educational development is of even more vital importance than his consideration as a clinical entity.

This classification is dependent on:

a) the age of the child,

b) degree of defective hearing,

c) acquired fluency of speech.

There are several types of deaf children.

One type is a congenially deaf child who has never heard speech.

The other type is one who has acquired a hearing defect after the establishment of speech. There are two types of acquired deafness in children.

First, the child who has acquired deafness before he has sensed fluent speech.

The other, the child who has acquired deafness after fluency of speech has been established.

The first type of children with total deafness which has come in before speech has been developed is to follow the same course of training as the congenitally deaf who has never heard speech.

The child who has acquired deafness before the age of 3 years may be placed in the same class for training as the child who has never heard speech.

It is interesting to note that a large percentage (30%) of children with biological congenital deafness also exhibit sufficient residual hearing, that way be used as a nucleus for reeducation.

The other type of child who hаs acquired deafness after development of speech is one who has suffered from infectious diseases such as meningitis, influenza etc.

Let us consider more in detail children with defective hearing.

They are:

1) Children congenitally deaf who were born with a total loss of hearing, or who through disease or accident lost their hearing before they had learned to talk.

2) Children who have lost all or almost all their hearing after speech and language patterns have been established, and they have educational treatment as though they were only hard of hearing (h.o.h).

3) Children who, while having a significant hearing loss, are, not profoundly deaf and whose varying degrees of resi­dual hearing can be utilized to a great advantage in their education.

Children in the first of these groups present the most serious educational problems due to their total lack of experience with natural speech or language. Children in the second group have a foundation of language usage and of natural speech upon which education must be helpful to them.

Children in the third group can with the use of mecha­nical hearing aids conserve or develop much of the natural quality of speaking voice and the ability to use oral language.

Т E R M S

clinical entity пациент, рассмотрение ребенка как клиниче­ского больного

degree of defective hearing степень недостатка слуха

acquired fluency of speech приобретенная беглость речи

congenitally deaf child глухой от рождения

the establishment of speech patterns овладение речевыми на­выками

to acquire deafness оглохнуть

total deafness полная глухота

to exhibit выявлять, проявлять

residual hearing остаточный слух

re-education переобучение

to suffer from страдать от

infectious diseases инфекционные заболевания

total loss of hearing полная потеря олуха

accident несчастный случай

significant hearing loss значительная потеря слуха

profoundly deaf совершенно глухой

varying degrees разные степени /глухоты/

to a great advantage с большой пользой

total lack of experience полное отсутствие опыта

educational treatment медико-педагогическое воздействие

hearing aid слуховой прибор для глухих и слабослышащих;

слуховой протез

ability способность

to conserve сохранить

LIPREADING

The deaf child aswell as the hard of hearing repre­sent an educational problem involving the teaching of speech, language, and lipreading (it is sometimes called speech-reading).

The most important elements involved in the education of deaf persons is lipreading, since they cannot hear the spoken words with their ears as an oral then as written.

Lipreading is preparatory to all language work and it is quite independent of speech development.

The words learned in speech-reading must be associated with printed and written words and thus reading and writing is developed.

Lipreading is the ability to understand spoken words and sentences by watching the movements of the lips and other facial muscles without hearing the speaker’s voice.

It is important to speak naturally and with careful enunciation. Lipreading is made evident not only by the ar­ticulation of sounds, but also by the movements of the lips, tongue, muscles of the face, by the positions of the teeth and jaw.

Speechreading is dependent upon vision. Reception of speech can take place only when speaker and listener are quite close to each other so that the eyes may focus upon the speaker’s face and the lipreader is required to derive meaning from the partial clues he observes. The stream of speech is made up of a series of consonants and vowels placed in well coordinated syllables.

Some of the consonant sounds such ask, g, and ng are not visible on the lips because they are produced within the mouth cavity.

There is a kinesthetic method of teaching lipreading which consists in the following: the child must not only imitate the lip movement of the teacher but must use the sense of touch as well as that of sight.

The pupil places his hand on the teacher’s throat as a word is pronounced, then places it upon his own as he at­tempts to say the required word. The child must get the “feel” of the vibration and pressure felt by the hand when it is placed upon the jaw, the throat or the lips of the teacher.

He is made to realize that the movements he feels must be reproduced, as well as the lip movements that he sees, it demands consistent and continuous repetition.

Lipreading is recommended to all school children whose hearing loss averages 20 db or more in the better ear.

Lipreading is possibly a sixth sense and it can be looked upon as a substitute for hearing only in the case of the totally deaf.

For all partially deaf, it can and should act as sup­port to hearing and is universally helpful to those handi­capped in hearing and its systematic teaching is a legiti­mate part of the special educational curriculum of all ages. A few can learn to lipread in a year or two but for the majority a longer period of practice is needed and practice day in and day out, on every type of mouth.

Success in learning lipreading varies. Children learn more readily than grown ups. Women acquire morе skill and learn more quickly than men.

Methods used in lipreading changed in the past 50 years. It has started from the alphabet system and has gone through syllables and words to the “whole thought” method. The wider use of hearing aids has not changed the need of lipreading.

Lipreading remains a basic tool in the communicative process for all deaf and hard of hearing persons.

T E R M S

db = decibel децибел

lipreading or speechreading чтение с губ

by watching the movements наблюдая движения

facial muscles мускулы лица

careful enunciation правильное и тщательное произношение

teeth and jaw зубы и челюсть

vision зрение

sight зрение

reception of speech восприятие речи

to be visible on быть заметным

kinesthetic method кинестетический метод

to imitate подражать

sense of touch чувство осязания

to reproduce воспроизводить

continuous repetition постоянное повторение

to average доходить в среднем

hearing in the better ear лучшая слышимость в одном ухе

a sixth sense шестое чувство

asubstitute for hearing замена олуха

hearing handicapped с недостатком слуха

a legitimate part of основная часть

grown ups взрослые

readily охотно

to acquire more skill получать бoльшие навыки

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