Development of Communication Skills through Auditory Training Software in Special Education

Development of Communication Skills through Auditory Training Software in Special Education

Eduardo C. Contreras (Autonomous University of Coahuila, Mexico) and Isis I. Contreras (Saltillo Institute of Technology, Mexico)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-2255-3.ch212

Abstract

There have been issues identified regarding the education of children with hearing disorders. Those do not allow the development of communicative-linguistic competence and language, in addition to an efficient oral or written communication. This causes deficits in vocabulary, delay in morph syntactic structure. Education Technologies such as auditory training software have become an educational support for teachers and students. Software was developed to improve communication skills divided into modules with ascending degrees of difficulty they are presented in various environments and semantic fields. After about 4 months of effective use in an eight month period, applied to 45 preschool and elementary school students aged between 4 and 12 years, considering that 11 children present auditory handicap and the rest intellectual handicap, the results obtained were the following: The learning is globally 30% of the vocabulary contained in the application, 30 of 90 words. Word articulation is improved 50%, in attention span the period of attention increased from 3 to about 9 minutes.
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Background

AT is necessary for the development of communication for people with hearing impairment. ATS has designed to help streamline the complexity of projects and tasks as well as facilitates team collaboration, to develop human skills (the ability to interact and motivate), understand concepts and develop ideas.

Some basic concepts of the subject are mentioned below.

  • Prelocution Deafness: Hearing impairment is one that occurs before the child has acquired spoken language and for whom the development of speech and hearing may be affected in different ways.

  • Post-Lingual Deafness: Hearing impairment that occurs after learning spoken language.

  • Phonetics: The study of the sounds made by the human voice in speech; production by the speaker and reception / perception by the listener, (Llisterri, 1991, p.15).

  • AT is the process to teach people to understand the meaning of sounds. During this training, auditory stimulation is provided to people to learn, to identify, distinguish and conceptualize sounds.

  • Auditory-verbal method is a process that uses multisensory rehabilitation methods such as Ling’s oral phonological system, Calvert’s Multisensory System and the Van Uden reflective Method.

Key Terms in this Chapter

Hypoacustic: A person whose hearing, though poor, is functional with or without prostheses.

Motivational Context: Cognitive affective factor present in every act of learning.

Center for Multiple Attention: Schools for students with disabilities to develop various skills known in México as CAM.

Consistency Matrix: A Chart to verify the logical coherency in a research method and to develop a tool for data collection.

Aphasia: An impairment of language, affecting the production or comprehension of speech and the ability to read or write.

Deaf: The person whose hearing is not functional for ordinary life.

Methodological Consistency: Research method, which consists in relating the basic elements in a table to verify the logical relationship of the study.

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