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
impairment 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
damage (external, middle, inner ear, or auditory nerve).
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
early 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
child’s social engagement and overall development, as well as within the learning environment at school.
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,
auditory 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
sounds and, consequently, hinders their utilization in speech. For instance, the sound “s” may remain imperceptible in cases where there is a loss of the middle and high frequencies of
hearing to which it corresponds. Despite the substantial improvement in hearing facilitated by technological aids, such as digital hearing aids, difficulties in discriminating certain language
sounds may persist even with their use, as they cannot fully replicate the intricacies of the human hearing mechanism.
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
part. Through daily activities and play, incorporating simple techniques can provide children with opportunities to cultivate and enhance the listening skills essential for language
development. 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
in 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
concentration and memory.
Here are general instructions and examples of straightforward activities for the intake, discrimination, and verbal comprehension of auditory stimulation:
- Foster an environment with minimal background noise, facilitating the child’s ability to follow and comprehend spoken language from their interlocutors.
- Ensure the child can see your face while talking or reading a story, providing visual support for better understanding.
- When communicating with the child, employ a slower rate of speech, incorporate simple gestures, and use large lip movements to enhance understanding. These techniques are especially beneficial when introducing children to the use of headphones.
Examples of Special Activities:
- Prompt the child to imitate sounds after you.
- Engage the child in finding sounds related to a story, such as animal voices or specific actions like “the wolf knocking on the door”.
- Demonstrate making identical or different sounds with objects (e.g., tapping a drum or brick) or containers (for example shaking containers with different contents). Encourage
the child to imitate and discern whether the sounds are the same or different. Gradually increase complexity. - Direct the child’s attention to sounds in the house, asking them to identify the source, like answering the phone when it rings. Clarify if they confuse the sounds and guide them to the origin.
- Without the child looking, produce two or more distinct sounds in sequence (for example whistle, drum, triangle) and ask the child to repeat them in the same order.
For these activities, you can employ items readily available at home, such as kitchenware, a sand/rice bottle, books, scissors, a vacuum cleaner, a bell, an alarm clock, a tape player, toys, and musical instruments. Additionally, aim to tailor the activities based on the child’s specific interests.
It’s crucial to emphasize that the efficacy of these activities is not solely dependent on the typeor quality of the materials used. What truly matters is the commitment to fostering effective
communication and providing ample opportunities for a child with hearing difficulties to thrive in a stimulus-rich environment. This environment will enable them to appropriately develop their listening skills and language potential.
It’s crucial to emphasize that the efficacy of these activities is not solely dependent on the type or quality of the materials used. What truly matters is the commitment to fostering effective communication and providing ample opportunities for a child with hearing difficulties to thrive in a stimulus-rich environment. This environment will enable them to appropriately develop their listening skills and language potential.
