Classification of deafness for its reasons:
- Genetic (50%). In 70% of cases there is no syndrome (that is, only hearing is broken). In the remaining 30% of cases, other organic and sensory changes and syndromes are associated with deafness (Asher, Alport, Waardenburg, etc.).
- Non-genetic (50%) Congenital infections (like rubella). Toxic effects of medicinal substances (eg, antibiotics, aminoglycosides). Physical damage to the ear. Bacterial infections.
Classification of deafness and hearing impairment
It is important to distinguish between deafness and hearing impairment that occur at a certain loudness threshold, measured in decibels.
- Complete deafness: at the threshold of loudness more than 85 decibels.
- Severe hearing loss: 60-85 decibels.
- Bradyacuity of medium degree: 40-60 decibels.
- Deafness of easy degree: 25-40 decibels.
In the last two cases, a person has the opportunity to speak, although he has problems with articulation and pronunciation. Children with congenital deafness face serious communication difficulties, because they do not use speech (deaf mute). Therefore, it is difficult for them to communicate with others. The harder the hearing is, the more likely it is to be dumb. But, despite this, with the proper stimulation of the deaf-mute, the child is able to develop normally otherwise. The impact of hearing loss depends on when they appeared - before the child learned to read and write, or after. If the child does not have speech skills, he is in the same position as the child born deaf; if violations occur later, they will not interfere with the development of the child. Consequently, the decisive role is played by the time of deafness detection and treatment initiation: early stimulation, hearing aids, the study of sign language, lip reading, medical or surgical treatment (prosthetics, drug courses, etc.) appointed by specialists. The goal of stimulating a child with hearing impairment is to teach him to communicate with others and realize his potential. Initially, emphasis is placed on motor and sensory abilities: vision, touch and sounds, if possible. You can draw the child's attention to the vibration that is felt when touched (for example, the vibration of a coffee grinder, washing machine, low voice, vacuum cleaner, etc.). During a conversation, a deaf child should always face the other person in order to read his words on the lips. Parents should not over-patronize the child or, on the contrary, avoid him - with the child it is necessary to talk, sing, play, try not to think about the fact that he does not hear anything.
With severe hearing impairment, the likelihood of personality disorders and problems with emotional development increases. A deaf child is often disobedient, he can not control his reactions. He can become aggressive, evil, fall into depression when he fails to achieve his. Faced with situations that he is unable to control, such a child closes in himself, stops contact with the environment in which he feels uncomfortable. Hearing impairments prevent him from understanding the explanations in school and at home. All these factors inevitably affect the character, adults should take them into account, especially when trying to correct the difficulties of behavior. It is recommended to contact a psychologist to solve the emotional problems of a deaf child and to identify the needs of his relatives. Parents need to help the child as much as possible, especially in school, but do not neglect the needs of other family members, particularly children. Patience, consistency and positive attitude are invaluable: thanks to them, it is possible to create a normal family environment and an emotionally stable atmosphere for a deaf child. Now we know which to choose the treatment of hearing impairment in children.