学前听障儿童人工耳蜗术后语言康复教学研究

A study on the language rehabilitation training for pre-school children with cochlear implants

目的通过总结18名学前听障儿童植入人工耳蜗后1年内语言康复情况，分析儿童人工耳蜗术后语言康复的特点．为合理制订语言康复教学目标寻找依据，提出建议。方法定期对人工耳蜗术后儿童语言能力进行评估，记录儿童达到各个阶段语言目标的时间。1年后对以上材料进行整理、对比。分析儿童术后语言发展情况。结果18名儿童人工耳蜗术后康复1年的语言能力较术前有明显提高（P〈0．01）；语言康复呈现明显的阶段发展规律。结论依据儿童语言发展的阶段规律，通过多角度评估和观察，合理制订术后语言康复教学目标，开展多种途径的语言康复教学活动，能够促进儿童人工耳蜗术后语言康复的效果。

Objective To analyze the language development characteristics of hearing- impaired children with cochlear implants by summarizing the rehabilitation conditions of 18 pre-school children and to provide recommendations for appropriate training and teaching. Methods The teachers assessed the post-operative language abilities of the children regularly, observed and recorded the training outcomes at each stage. The data above were collected and compared to analyze the language development of the children one year after the implantation. Results The statistical results showed that the language abilities of all 18 children were improved significantly on a stage-by-stage basis,one year after cochlear implantation（P〈0.01）. Conclusion The rational establishment of teaching objectives and the provision of multiple training programs based on the early language development rules of children and the assessment and observation from different aspects can improve the effects of language rehabilitation after cochlear implantation.