Yes. However, it is targeted. Only those who still have residual hearing can receive language training, and those who are completely deaf cannot receive training.
Deaf people are disabled people whose hearing is damaged due to hereditary or acquired factors. They are also called hearing-impaired people, or hearing-impaired people for short. According to the latest national census statistics, there are approximately 20.75 million hearing-impaired people in China, including those with low hearing, hard of hearing, and aging deafness.
Methods of language training for deaf-mute people:
Methods of language training
1. Do a good job in classroom teaching and conduct all-round language training.
First of all, give full play to the main role of the Chinese class. Pay close attention to the teaching of Chinese pinyin so that students can master the pronunciation method, remember the pronunciation parts, and use pinyin to pronounce. At the same time, we should pay attention to word teaching and sentence teaching, implement the principles of applying what we have learned, and combining learning with application, and encourage students to use the vocabulary they have learned to speak complete sentences and have simple interactions. Secondly, other subjects are required to adhere to oral teaching and combine learning knowledge, skills and language learning to promote the overall improvement of the quality of deaf-mute students.
2. Establish a language training group to carry out classified teaching.
Based on the actual situation of our school and the different levels of language development. Students with good hearing and wearing hearing aids were formed into two language training groups. Interest group activities are used to provide intensive training to students, including pronunciation skills training, listening training, conversation training, and to teach students the skills of reading children's songs and ancient poems. In addition, many teachers give up their spare time to conduct collective language training for students in the language training group. Teach them songs, tell stories, and perform shows. Greatly stimulated students' interest and enhanced their confidence.
3. Carry out hand-in-hand activities and do a good job in individual language training.
Last year, the school launched an initiative to carry out a hand-in-hand activity between teachers and students of the deaf school. A faculty member taught a deaf-mute student to speak and formed a language training group. As a result, 30 students with hearing aids all had " "Godmother, godfather", many teachers take deaf-mute children home, bathe and wash them, eat with them, and take them to the park to play, inspiring them to speak in a good atmosphere; some teachers use after-school tips He used every opportunity to teach his "goddaughter" or "godson" how to speak. The hand-in-hand activity promoted the school's language training work and also enhanced the relationship between teachers and students.
4. Organize a variety of activities to develop students’ language.
Our school has carried out various activities to create vivid language situations for students and create opportunities to use language. The Young Pioneers regularly organize theme class activities, which are hosted by the students themselves, conduct discussions and perform exciting programs; in moral education activities, they focus on forming students' moral education language and write famous quotes on the blackboard. This not only improves students' ideological understanding, but also improves students' language level. We also carried out reading, story-telling, and hand-written newspaper competitions, and organized interest group activities such as sewing, computers, knitting, embroidery, cooking, and haircuts to make the language training work lively.
5. Run a parent school well and seek parents’ cooperation.
The family has a good language environment and a natural way of language acquisition. The role of the family in language training for deaf students cannot be ignored. Therefore, our school regularly holds parent schools to publicize the importance and possibility of language training to parents, introduce them to the use and storage of hearing aids, recommend language training methods and successful experiences in family language training at home and abroad, and report to parents. Students’ language training results. Some parents have raised their awareness, learned methods, and begun to pay attention to their children's language training.