{"id":5413,"date":"2021-06-04T08:13:31","date_gmt":"2021-06-04T08:13:31","guid":{"rendered":"https:\/\/logosepikinonia.gr\/%ce%bf%ce%b4%ce%b7%ce%b3%ce%af%ce%b5%cf%82-%ce%b3%ce%b9%ce%b1-%ce%b3%ce%bf%ce%bd%ce%b5%ce%af%cf%82-%ce%bc%ce%b5-%cf%80%ce%b1%ce%b9%ce%b4%ce%b9%ce%ac-%ce%bc%ce%b5-%ce%ba%cf%8e%cf%86%cf%89%cf%83%ce%b7\/"},"modified":"2024-02-27T14:46:11","modified_gmt":"2024-02-27T12:46:11","slug":"%ce%bf%ce%b4%ce%b7%ce%b3%ce%af%ce%b5%cf%82-%ce%b3%ce%b9%ce%b1-%ce%b3%ce%bf%ce%bd%ce%b5%ce%af%cf%82-%ce%bc%ce%b5-%cf%80%ce%b1%ce%b9%ce%b4%ce%b9%ce%ac-%ce%bc%ce%b5-%ce%ba%cf%8e%cf%86%cf%89%cf%83%ce%b7","status":"publish","type":"post","link":"https:\/\/logosepikinonia.gr\/en\/%ce%bf%ce%b4%ce%b7%ce%b3%ce%af%ce%b5%cf%82-%ce%b3%ce%b9%ce%b1-%ce%b3%ce%bf%ce%bd%ce%b5%ce%af%cf%82-%ce%bc%ce%b5-%cf%80%ce%b1%ce%b9%ce%b4%ce%b9%ce%ac-%ce%bc%ce%b5-%ce%ba%cf%8e%cf%86%cf%89%cf%83%ce%b7\/","title":{"rendered":"Guidelines for Parents with Children Who Are Deaf and Hard of Hearing"},"content":{"rendered":"
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The fundamental ability to recognize sounds and attribute meaning to them is paramount, laying the groundwork for the development of spoken speech, language, and communication.<\/strong><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n
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When we use the terms “deafness” or “hard of hearing,” we encompass a spectrum of auditory abilities ranging from partial to complete hearing loss. The degree and type of hearing
\nimpairment are determined by factors such as the age of onset, measurements of loudness (decibel), frequencies (Hz) involved in receiving the auditory signal, and the location of auditory
\ndamage (external, middle, inner ear, or auditory nerve).<\/p>\n

Recognizing sounds and ascribing meaning to them is fundamentally crucial, serving as the cornerstone for the development of spoken speech, language, and communication. From a very
\nearly age, children engage with auditory stimulation in their environment, such as the voices of familiar faces, and by listening to music, songs, and stories. Over time, through a diverse range of experiences, they progressively acquire the knowledge needed to identify sounds and comprehend spoken language. These skills gain heightened significance in the context of the
\nchild’s social engagement and overall development, as well as within the learning environment at school.<\/p>\n

Hence, children exhibiting some degree of hearing loss face evident challenges in developing the skills that are mentioned above. Depending on the type and extent of hearing impairment,
\nauditory information may be perceived as ‘distorted’ or barely distinguishable, and in some cases, not perceived at all. This directly impacts the child’s ability to recognize specific language
\nsounds and, consequently, hinders their utilization in speech. For instance, the sound \u201cs\u201d may remain imperceptible in cases where there is a loss of the middle and high frequencies of
\nhearing to which it corresponds. Despite the substantial improvement in hearing facilitated by technological aids, such as digital hearing aids, difficulties in discriminating certain language
\nsounds may persist even with their use, as they cannot fully replicate the intricacies of the human hearing mechanism.<\/p>\n

In addition to participating in a speech therapy program designed to address language challenges related to auditory intake, the active role and engagement of parents play a crucial
\npart. Through daily activities and play, incorporating simple techniques can provide children with opportunities to cultivate and enhance the listening skills essential for language
\ndevelopment. Specifically, engaging in auditory discrimination exercises, where the child is prompted to determine whether two sounds are the same or different, serves as the initial step
\nin acquiring the ability to distinguish between language sounds (phonemes) and contributes to the development of the phonological system. Such activities are equally beneficial in enhancing
\nconcentration and memory.<\/p>\n

Here are general instructions and examples of straightforward activities for the intake, discrimination, and verbal comprehension of auditory stimulation:<\/h4>\n