Lukovenko Tatiana, Sikinbayev Bauyrzhan, Shterts Olga, Mironova Ekaterina
Department of Theory and Methodology of Pedagogical and Defectological Education, Pacific State University, Khabarovsk, Russia.
Department of Special Pedagogy, Kazakh National Womens Teacher Training University, Almaty, Kazakhstan.
J Psycholinguist Res. 2023 Dec;52(6):2119-2133. doi: 10.1007/s10936-023-09995-8. Epub 2023 Jul 22.
The number of children with partial or total hearing loss is increasing every day, and most of them are undergoing cochlear implant surgery. The paper aims to assess the teaching competence of parents of children with cochlear implants. The study took one year (2022) in 1 [Almaty, Kazakhstan] kindergarten and 1 specialized school. Twenty-four parents of children (mean age 3.5 ± 0.5 years) and 20 parents of children of primary school age (10.0 ± 0.5 years) who underwent surgery at the age of 1-2 and 6-9 years were included in the study. A minimal number of parents had a high level of competence; sufficient competence was noticed among the two times larger number of parents; however, most of the parents had insufficient competence. The indicators of children were as follows: 3 children had a high level of listening perception; twice as many of them had a sufficient level; the same number had an insufficient level. There were more children with a low level, 3 times more than with a high level. A high level of pedagogical competence of parents correlated with a high level of children's auditory verbal abilities (on the scale of auditory ability integration). There was also a direct relationship with the level of speech development (on the scale of speech use) for children who had the surgery a year earlier. The obtained data can apply to the educational process for children with cochlear implants to improve their auditory and speech skills as quickly as possible. The involvement of parents in the education and rehabilitation of children with cochlear implants is crucial for the successful adaptation and development of the child. Parents can become irreplaceable partners of specialists and educational institutions, providing their children with optimal support and assistance on their way to the development of auditory and communication skills. To enhance parental competence in the area of auditory development of children with cochlear implants, it is recommended to participate in specialized educational programs designed for parents, offered by professionals and organizations. Additionally, actively engaging with educational resources, online materials, and informational communities is beneficial for acquiring up-to-date knowledge and receiving support from other parents, specialists, and experts.
部分或完全听力丧失的儿童数量每天都在增加，其中大多数正在接受人工耳蜗植入手术。本文旨在评估人工耳蜗植入儿童家长的教学能力。该研究在哈萨克斯坦阿拉木图的1所幼儿园和1所特殊学校进行，为期一年（2022年）。研究纳入了24名1 - 2岁接受手术的儿童家长（平均年龄3.5±0.5岁）和20名6 - 9岁接受手术的小学适龄儿童家长（10.0±0.5岁）。只有极少数家长具备高水平的能力；能力水平足够的家长数量是前者的两倍；然而，大多数家长能力不足。儿童的指标如下：3名儿童听力感知水平高；有此水平的儿童数量的两倍处于足够水平；数量相同的儿童处于不足水平。听力水平低的儿童更多，是高水平儿童的3倍。家长的高水平教学能力与儿童的高听觉言语能力（在听觉能力整合量表上）相关。对于一年前接受手术的儿童，这也与言语发展水平（在言语运用量表上）存在直接关系。所获得的数据可应用于人工耳蜗植入儿童的教育过程，以尽快提高他们的听觉和言语技能。家长参与人工耳蜗植入儿童的教育和康复对于儿童的成功适应和发展至关重要。家长可以成为专家和教育机构不可替代的伙伴，在孩子发展听觉和沟通技能的道路上为他们提供最佳的支持和帮助。为提高家长在人工耳蜗植入儿童听觉发展领域的能力，建议家长参加由专业人士和组织提供的专为家长设计的专业教育项目。此外，积极利用教育资源、在线材料和信息社区，有利于获取最新知识并获得其他家长、专家和专业人士的支持。
