Hacettepe University Faculty of Health Sciences Department of Audiology Professor. Dr. Esra Yucel; He stated that the sense of hearing is the basic building block of learning.
The hearing journey, which starts in the 7th month in the mother's womb, continues for a lifetime. Before babies are born, they recognize the speech sounds of their own language and store them in their memory. Immediately after birth, they begin to use the learning system actively by integrating these data with other senses. For speech, language development and communication, the auditory system should be integrated with the cognitive system and combined with concepts and subjects obtained through other senses. In this lifelong process, even minimal impairments in the sense of hearing cause cognitive decline and closure of learning pathways. There are treatment methods such as cochlear implants or hearing aids to eliminate hearing impairment. Auditory rehabilitation is essential for treatments to be effective.
Hacettepe University Faculty of Health Sciences Department of Audiology Professor. Dr. Esra Yücel emphasized the importance of rehabilitation.
Stating that with auditory rehabilitation, it is aimed to determine the needs of hearing and to continue the learning process without interruption, and emphasized that auditory rehabilitation is not given the importance it deserves in our country. Noting that rehabilitation is mostly considered as one of the steps taken towards learning the speaking skill of children and that it is limited to the implementation of special education programs, Prof. Dr. Yücel said, “It should not be forgotten that the deaf individual cannot learn, hearing is the basic building block of learning. It is not enough to make the hearing impaired hear sounds. Sounds must be interpreted. For example, hearing phrases you don't know the meaning of and repeated in a foreign language. It is only possible for individuals to integrate their hearing with other sensory systems through auditory rehabilitation. In addition, the limited experiences in the private education institution with cards, pictures and reading books should be adapted to life. Meaningful experiences in life are very valuable for the use of working memory.”
prof. Dr. Yücel continued his words as follows; “In our country, auditory rehabilitation is implemented in special education and rehabilitation centers. Free state-supported rehabilitation training is provided for 8 sessions per month. However, the rehabilitation period may differ according to the child's growth and development. It is observed that with rehabilitation, many children are able to maintain their learning and social skills in the same classes as their peers with normal hearing, and can take part in university programs in line with their knowledge and skills. They can also take part in professions based on communication such as lawyers, dentists, teachers, audiologists.”
prof. Dr. Yücel stated that adults who did not participate in rehabilitation experienced cognitive decline.
Explaining that adults who start to use cochlear implants or hearing aids are also ineffective in recognizing their communication needs and making demands on resolving related problems, Prof. Dr. Yucel said: “These individuals have a perception that after solving their 'hearing' problem with a hearing aid or cochlear implant, they will also solve their communication problems. The most important effect of rehabilitation in this group is to prevent the occurrence of situations such as 'cognitive decline', 'depression', 'social isolation' and 'incapacity' due to the lack of 'auditory stimuli'.
Evaluating the cognitive development of children with cochlear implants, Prof. Dr. Yücel used the following statements: “Cochlear implants are applied to cases that cannot benefit enough from the hearing aid. The shorter the auditory deprivation period and the more meaningful experiences with the hearing aid, the greater the developmental benefit obtained after implantation. The chronological age at which the child is implanted is the basis of success. However, children who have the chance of early intervention show a similar development to their peers after implantation, as they can provide neurophysiological development in the critical period, even if the implantation age is delayed. This competence has shown that they have needs in different areas that complement the development, apart from the learning of spoken language skills. Especially abstract thinking, reasoning, being able to defend one's own thoughts, showing social competence in any environment, being curious and learning languages other than their mother tongue are just a few of them.”
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