"DEVELOPMENT OF SPOKEN SPEECH OF CHILDREN WITH COCHLEAR IMPLANTS IN COOPERATION WITH DEAF PEDAGOGUE AND SPEECH THERAPIST"

Authors

  • Po’latova Iqboloy Azimovna x

DOI:

https://doi.org/10.55640/

Keywords:

Cochlear Implant (CI), Spoken Language Development, Deaf Pedagogue (Deaf Educator), Speech Therapist, Collaboration, Interprofessional Practice, Auditory Training, Articulation, Language Skills

Abstract

 This article explores a collaborative approach to spoken language development in children with cochlear implants (CIs), emphasizing the synergistic roles of a deaf pedagogue (deaf educator) and a speech therapist. It examines the unique contributions each professional brings to the rehabilitation process: the speech therapist focusing on auditory training, articulation, and language skills, while the deaf pedagogue provides cultural insights, communication strategies, and support for navigating the hearing world as a deaf individual. The article details the methods used by both professionals, highlighting how their coordinated efforts address the specific linguistic, social, and emotional needs of children with CIs. It analyzes the benefits of this collaborative model in terms of improved speech perception, language acquisition, communication skills, and overall well-being. The study offers valuable insights for creating more holistic and effective intervention programs for children with CIs, promoting greater success in spoken language development and integration.

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References

1. DeLeón, R., & Hoffmeister, R. (2010). The Deaf mentor experimental project: A model for early intervention with deaf and hard-of-hearing children. American Annals of the Deaf, 155(4), 400-411.

2. Erting, C., et al. (1994). The Bilingual/Bicultural Perspective on Early Intervention. Linstok Press.

3. Hyde, M., & Power, D. (2004). Deaf and hard of hearing students: Issues for mainstream educators. The National Clearinghouse on Disability and Exchange.

4. Johnson, H. L., et al. (2015). The impact of deaf mentors on language outcomes in young children who are deaf or hard of hearing. Journal of Early Intervention, 37(1), 3-20.

5. Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss. Journal of Deaf Studies and Deaf Education, 8(1), 11-30.

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Published

2025-08-28

Issue

Vol. 4 No. 7 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

"DEVELOPMENT OF SPOKEN SPEECH OF CHILDREN WITH COCHLEAR IMPLANTS IN COOPERATION WITH DEAF PEDAGOGUE AND SPEECH THERAPIST". (2025). Journal of Multidisciplinary Sciences and Innovations, 4(7), 475-478. https://doi.org/10.55640/

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