METHODS FOR DEVELOPING HEARING IN DEAF AND HARD OF HEARING CHILDREN
Abstract
The development of auditory ability in deaf and hard-of-hearing children is a central prerequisite for successful speech perception, language acquisition, and social inclusion. Despite significant advances in hearing technologies, such as hearing aids and cochlear implants, technological intervention alone does not guarantee functional hearing or oral communication. This article presents a comprehensive methodological analysis of approaches used to develop auditory skills in deaf and hard-of-hearing learners, drawing on both international research evidence and the educational context of Uzbekistan. Using a qualitative, evidence-based review methodology, the study examines three primary intervention frameworks: Auditory-Verbal Therapy, cochlear implant–based rehabilitation programs, and sign-supported or bilingual communication approaches. The findings demonstrate that early, intensive, and sustained auditory training—particularly when combined with family-centered practices—significantly improves listening and spoken language outcomes. Cochlear implantation yields the most favorable results when performed early and followed by structured post-implant rehabilitation. At the same time, early exposure to sign language or sign-supported speech is shown to prevent linguistic deprivation and to support overall cognitive and linguistic development, especially for children who derive limited benefit from auditory technology. The article argues for a flexible, individualized, and integrative methodological model that combines auditory, visual, and communicative strategies according to each child’s developmental profile. Such an inclusive approach is essential for maximizing communicative competence and facilitating the successful educational and social integration of deaf and hard-of-hearing children.a
Keywords
deaf and hard-of-hearing children, auditory ability development, auditory-verbal therapy, cochlear implantation, post-implant rehabilitation, sign-supported speech, bilingual education, early intervention, inclusive education, special pedagogyHow to Cite
References
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