Aktuálne trendy vo výskume v pedagogike sluchovo postihnutých

Abstract

Strata sluchu v detstve môže prispieť k oneskoreniu vývinu reči, jazyka a celkového ko- gnitívneho a sociálneho rozvoja. Náš príspevok sa bude venovať aktuálnym trendom v pedagogike sluchovo postihnutých, ako je včasná depistáž, diagnostika a rehabilitácia v jednotlivých edukač- ných programoch. Sluch je najdôležitejším zmyslom na získavanie informácií a tým je určujúcim aj pre rozvoj myslenia a reči, našu optiku pozornosti zameriame na zvukovú reč. Až v 80 % sú poruchy sluchu prítomné už pri narodení (Jakubíková a kol., 2006). Pri poruchách sluchu je naj- dôležitejšie ich včasné odhalenie už v novorodeneckom veku. Pre rozvoj reči a celkový vývin je najdôležitejšie obdobie do 3 rokov života. Diagnostikovaním porúch sluchu sa môže začať proces rehabilitácia.

The early identification of hearing problems is based in Slovakia on the compulso- ry screening of hearing in all new-borns (Jakubíková et al., 2006). Since 2006 new- borns have had to be screened for hearing defects by measurement of oto-acoustic emissions – OAE. The results show that in about 10–15 % of newborn infants OAE are absent, giving rise to suspicion that they have a hearing disorder. This national screening of hearing allows early diagnosis of hearing disabilities with the chance of expert rehabilitation at an early stage. There are serious shortcomings in Slova- kia, however, with regard to the subsequent precise diagnosis of the extent of hear- ing loss and application of hearing aids. In many cases this only takes place later in the first year or sometimes even the second year of the child’s life. It is undeniable that the application of suitable compensatory aids is the basic pre- condition for the stimulation of the aural pathways that allow the child to acquire acoustic speech. In this context ASHA (the American Speech-Language-Hearing Association) claims that hearing disorders in children can be compensated for from the very first month of life. Long-term expert rehabilitation of hearing and speech is necessary not only after the application of hearing aids, but also after cochlear implants. The success of comprehensive rehabilitation depends on many factors such as the time when deafness arose and the length of time that it has per- sisted, the age of the child, when the compensation aid was acquired, and aspects of personality (cognitive abilities, talents for speech and language, and in this con- text also verbal memory, feeling for rhythm, phonematic hearing or skill in articu- lation), and the presence of associated disabilities. From the point of view of the development of speech the years 1-3 are the most sensitive and dynamic years for the child. What applies to every child, applies even more to a child with hearing disability. The diagnostic process involves the use of various different test methods to assess active and passive vocabulary, the level of understanding of speech, or assessment of pronunciation and also the level of acquisition of hearing abilities. All experts working with children with hearing impairment agree that what is essential is early discovery of the hearing disability, support and intervention in hearing and speech education, all systematically integrated into programmes of early intervention.