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Samenvatting Leerproblemen bij doven en slechthorenden
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Logopedie 2 - semester 1 - Complexe logopedische stoornissen: Leerproblemen bij doven en slechthorenden
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SAMENVATTINGLEERPROBLEMEN BIJ DOVEN
EN SLECHTHORENDEN
Inhoud
1. Waarom vroegtijdige gehoorscreening?...............................................................................................................3
2. Op welke leeftijd?..................................................................................................................................................3
3. Wat? Apparaat?.....................................................................................................................................................4
4. Door wie? Agentschap?.........................................................................................................................................4
5. Hoe? Screeningprotocol?......................................................................................................................................4
A. Follow-up/diagnostische oppuntstelling..........................................................................................................4
6. Testresultaten en gevolgen...................................................................................................................................5
1. Vroegtijdige start met hoortoestelaanpassingen + hoorhulpmiddelen...............................................................6
2. Feiten en fabels.....................................................................................................................................................7
3. Oefeningen............................................................................................................................................................8
A. Oefening 1.........................................................................................................................................................8
B. Oefening 2.........................................................................................................................................................8
A. Oefening..........................................................................................................................................................10
1. AUditieve perceptie.............................................................................................................................................10
A. CAP – Categories of Auditory Performance....................................................................................................11
B. (IT-)MAIS – (Infant-Toddler) Meaningfull Auditory Integration Scale............................................................12
2. Spraakproductie..................................................................................................................................................12
A. Sir – Speech Intelligibility Rating.....................................................................................................................12
B. MUSS – Meaningfull use of speech scale........................................................................................................13
3. Casus Bram..........................................................................................................................................................13
4. Casus Leonie........................................................................................................................................................13
5. Succes – QoL........................................................................................................................................................13
6. Logopedisch kader...............................................................................................................................................14
A. Auditief functioneren......................................................................................................................................14
B. Communicatie.................................................................................................................................................14
I. visies.............................................................................................................................................................15
II. Mode...........................................................................................................................................................15
III. Pre-verbale vaardigheden..........................................................................................................................15
C. Spraak en taal..................................................................................................................................................15
Margot Vermeersch
1
, I. luisteren + ontwikkelen van taal de hele dag door......................................................................................16
II. Waarom muziek gebruiken?.......................................................................................................................16
D. Bijkomende beperkingen................................................................................................................................16
E. Vroegtijdige interventie...................................................................................................................................16
I. Vroegtijdige interventie – waarom?............................................................................................................17
II. Vroegtijdige interventie – wat?...................................................................................................................17
III. Voorbeelden van programma’s..................................................................................................................17
IV. Parental support........................................................................................................................................18
7. Oefening..............................................................................................................................................................19
A. Q&A.................................................................................................................................................................19
1. Waarom is lezen zo belangrijk?...........................................................................................................................21
2. Leesprofielen dove + slechthorende volwassenen.............................................................................................21
3. Wat gaat er bij dove kinderen anders als ze leren lezen?..................................................................................22
A. Leespad...........................................................................................................................................................22
B. Reflecterende moedertaalmethode...............................................................................................................23
C. Sprong vooruit.................................................................................................................................................23
4. Begrijpend lezen bij dove kinderen.....................................................................................................................23
A. Vlotte woordherkenning.................................................................................................................................23
B. Woordenschat.................................................................................................................................................23
C. Leesstrategieën...............................................................................................................................................24
5. Antwoord voor optimale leesbegeleiding...........................................................................................................24
A. Interactief voorlezen.......................................................................................................................................24
B. Antwoord voor optimaal leesonderwijs ligt in combinatie van factoren.......................................................25
C. Leesinterventie dove studenten.....................................................................................................................25
6. Lezen voor dove + slechthorende anderstalige nieuwkomers...........................................................................25
A. Kenmerken......................................................................................................................................................25
B. Specifieke leesprogramma’s...........................................................................................................................25
Margot Vermeersch
2
, SAMENVATTING LEERPROBLEMEN
BIJ DOVEN EN SLECHTHORENDEN
Onderdeel doof + slechthorend v/h OLOD complexe logopedische stoornissen bestaat uit 2 grote onderdelen
- Assessment + behandeling van dove + slechthorende baby’s + jonge kinderen
- Lezen bij doven + slechthorenden
DEEL 1 – ASSESSMENT EN
BEHANDELING VAN DSH KINDEREN
HOOFDSTUK 1 – SYSTEMATISCHE
NEONATALE GEHOORSCREENING IN
VLAANDEREN
= Universele vroege gehoorscreening in Vlaanderen en Brussel
1. WAAROM VROEGTIJDIGE GEHOORSCREENING?
- Doel: permanent gehoorverlies groter dan 35 dbHL aan 1/beide oren zo snel mogelijk opsporen, zodat
ze voor leeftijd van 6 maanden gepaste interventie kunnen krijgen
- Permanent Childhood Hearing Impairment – PCHI
o Prevalentie: 1 – 1,5/1000
o Geboortecijfer in Vlaanderen?
o Jaarlijks +/- 80-tal kinderen met ernstig 2-zijdige aangeboren hoorstoornis
- Neonatal Intensive Care Units – NICU
o PrevalFwatentie: 1 – 5/1000
o Kinderen die te vroeg geboren zijn, hebben groter risico op gehoorproblemen
- Auditieve stimulatie voor leeftijd 6 mnd → hoger niveau receptieve + expressieve taal
- Audiolinguale feedback → kinderen gaan zichzelf + omgeving beter horen en gaan spraak aanpassen
aan taal die ze horen
- JCIH 1-3-6 principe (vroeger) → 1-2-3 principe (nu)
2. OP WELKE LEEFTIJD?
- Tot 1997 op 9 m, Ewing distractietest (geluidjes links + rechts van hoofd)
- Vanaf 1998 op 2-6 weken, Algo hoorscreening (automatische hersenstamaudiometrie)
- Vanaf 2014 op 2-6 weken, Maico hoorscreening
Margot Vermeersch
3
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