Deggouj N, Phillips C, Gersdorff M
Cliniques Universitaires St-Luc, Dept of ENT, Head and Neck Surgery, University of Louvain, Brussels, Belgium.
Acta Otorhinolaryngol Belg. 1998;52(4):275-9.
The speech therapist should assess and develop the communication skills of the deaf child prior and after a cochlear implantation. The goals are first the acquisition of a useful communication system by the deaf child (for avoiding a cognitive stimulation lack) and parallely the acquisition of good oral language competencies. The different modes of communication useable in the profoundly deaf education are presented. Exclusive sign language use is not indicated in implanted children. It is well demonstrated that an exclusive oral communication is associated with an insufficient knowledge of the oral language. The total communication (combination of listening, speech reading, signing with or without finger spelling) is a defective communication mode with a bad representation of the morpho-syntactic and the phonologic aspects of the oral language. The best choice seems to be the simultaneously use of a spoken language and a manually coding of their phonological structures. The limits of this alternative are discussed.
言语治疗师应在聋儿接受人工耳蜗植入术前和术后评估并培养其沟通能力。目标首先是让聋儿获得一个有用的沟通系统（以避免缺乏认知刺激），同时获得良好的口语能力。介绍了在极重度聋教育中可用的不同沟通方式。对于接受植入的儿童，不建议只使用手语。有充分证据表明，单纯的口语交流与对口语的了解不足有关。全沟通（听、唇读、手语加或不加手指拼写的组合）是一种有缺陷的沟通方式，对口语的形态句法和语音方面表现不佳。最佳选择似乎是同时使用口语及其语音结构的手动编码。讨论了这种替代方法的局限性。
