Communication development of the child with bilateral hearing loss included in the fifth year of life

Abstract

Until a few years ago, children with Special Educational Needs (SEN) associated with a hearing impairment were cared for in special educational centers in charge of their education; nowadays, they are included in general education, which assumes an inclusive education. For this reason, it is vital to carry out educational actions that guarantee their inclusion, without any discrimination whatsoever. The research is aimed at the stimulation of communication and phonemic hearing in the inclusive educational process in early childhood of a four-year-old child with SEN associated with a hearing impairment, due to bilateral hypoacusis, who, despite having adequate phonemic ability, has a delay in oral communication. The objective is aimed at proposing differentiated actions for the stimulation of communication and phonemic hearing in this child. Theoretical methods were used: analytical-synthetic and modeling; empirical methods: analysis of documents, observation, survey, interview and pre-experiment; statistical-mathematical methods: percentage calculation, tables and graphs. The implementation was carried out in the children's circle "Amanecer de Victoria", in the municipality of Camagüey. Its validity was demonstrated and its results revealed the need to take advantage of all the moments of the educational process to stimulate the child's communication through differentiated actions.