Tkach O.M. - Features of providing speech and language therapy for children with cochlear implantation

Information about the author. Тkach Оxana  Ph.D. of   pedagogical   sciences, Senior Lecturer Chair of Speech Therapy and Special methods in the Correctional and Social Pedagogy and Psychology Department of KamyanetsPodilskyi National Ivan Ohienko University. In the field of scientific interests: methodological and methodical aspects of organizing work with children with complex and complex disorders of psychophysical development, problems of overcoming systemic speech disorders, formation of semantic component of speech system. 

Children with cochlear implantation alone and spontaneously do not master active broadcasting, but require the systematic, painstaking work of specialists. Depending on the institution of the child, the level of restoration of auditory function and the development of intelligence, various experts will take the leading role in the formation of the speech system. In particular, the article highlights the role of speech therapist in the formation of expressive speech in children after cochlear implantation. After implantation, it is believed that the anatomical integrity and functionality of the auditory analyzer is restored, however, without specially organized assistance, the speech does not develop independently. These children need skilled help, which will allow them to form appropriate levels of engagement with adults and peers and allow a child with AI to catch up with their peers. The description of the main stages of corrective work with implanted children and the main tasks that are solved at each of the stages (preparatory; forming emotional interaction of the implanted child with the family on a new sensory basis; forming a speech understanding on a new sensory basis; forming a spontaneous mastery natural ontogenetically conditioned communication on a new sensory basis). At each stage, it is proposed to change the nature of the interaction of the child with the speech therapist and close adults from imitation of the proposed movements and vocalizations, to the full involvement of the child in communication with adults on the basis of understanding spoken speech, expanding the child's speech abilities to the level of use of amorphous words, roots, sounds, individual words, and complete sentences. The place of speech therapist in the structure of interaction is also changing. Initially, the speech therapist is the initiator and active participant of the child's activity and a model for imitation of speech manifestations. In the future, such a role is assumed by the parents of the child with CI. Only in the final stages of correction does the child initiate speech communication, and adults help, motivate and stimulate the child to communicate and maximize the use of his own speech.

Key words: hearing impairment, cochlear implantation, a new serous basis of communication