RESULTS OF DEVELOPING LISTENING AND SPEAKING SKILLS FOR CHILDREN WITH HEARING IMPAIRMENT AGED 3-6 YEARS IN INCLUSIVE KINDERGARTEN CLASSES

Abstract

This article analyzed results of experimenting of 3 groups of measures with 8 specific measures for the development of listening and speaking skills for children with hearing impairment aged 3-6 years in kindergarten-based daily routines include: (1) Group of conditional measures; (2) Group of measures for the development of listening and speaking skills in kindergarten-based daily routines; (3) Group of measures for the development of listening and speaking skills through individualized support. The experiment was conducted on 3 children with hearing impairment who use sensory devices, aged 3-6 years, and attend inclusive kindergartens. The experimental results analyzed both qualitatively and quantitatively showed that the listening and speaking skills in all 3 cases have significantly improved, although there are differences in level. The development of the 3 case studies on listening and speaking skills proves the feasibility and effectiveness of the measures on the experimental subjects and also shows that the development of listening and speaking skills for children with hearing impairment is influenced by many factors, of which there are three most significant factors including: (1) sensory devices that they wear; (2) hearing age (the period the children wear a sensory device counted from the time they start wearing it); (3) early intervention.