Similarities and Differences of Correctional Work with Children with Cochlear Implant and Children with Sensory Alalia
Year: 2025
Type: article
Abstract: Introduction. This article is devoted to the analysis of works studying the peculiarities of development and correctional work with children with speech perception disorders: deaf children who have undergone cochlear implantation and children with sensory alalia. The relevance of this study is caused by the demands of practice. Every year in Russia and abroad the number of children with sensory alalia and children with hearing impairment compensated by cochlear implants is growing. In connection with the increase in their number, the question of what principles should be used to build a correctional program for such children and what features should be taken into account.Objective. To outline general directions of correctional work with these nosological groups, based on their existing disorders.Features of children with sensory alalia. According to researchers, the basis of impaired speech development of children with sensory alalia is the inability to comprehend speech due to existing disorders in the temporal regions of the brain. Children with sensory alalia are characterized by a lag in speech development, scant auditory memory, difficulties of arbitrary attention, hypersensitivity to sounds.Characteristics of children with a cochlear implant. As a result of a review of the literature on the development of children with implants, we have identified such features as delayed speech development caused by problems in speech perception, problems in attention allocation, poor conceptual thinking, and impaired memory functions.Discussions. The main similarity of the selected nosological groups is the lack of the ability to understand the meaning of words and to connect the sound stimulus with its meaning. Based on the identified features of such children, we conclude that it is necessary to conduct corrective work with them, based on stimulating the child to contact with an adult through speech and creating a situation of success. At the initial stages of rehabilitation, the child should learn to recognize sounds, identify their source and direction. The next stages include vocabulary expansion and grammar learning.
Author: E. V. Grishina
Institution: Southern Federal University
Language: English
Subfield: Cognitive Neuroscience
Field: Neuroscience
Domain: Life Sciences
Open Access status: hybrid
OpenAlex ID: W4407797898