Baby Girl Can’t Stop Smiling After Hearing Her Sister’s Voice for the First Time…

According to studies, approximately 40% of deaf children have some residual auditory experience. They are sometimes significant and can be used in the learning process. In deaf children, residual auditory function is activated during long-term studies and exercises using ZUA. At the same time, auditory function improves due to the activation and development of skills in the child to use existing hearing impairments rather than the restoration of anatomical and physiological mechanisms of hearing.

With the loss of auditory sensations and perception in the deaf, visual sensations and perceptions take on a new significance. A deaf child’s visual analyzer develops into a leader, the primary one in cognition of the surrounding world and mastery of speech. Visual sensations and perception are not worse developed in deaf children than in hearing children, and in some cases are even better developed. Deaf children frequently notice details and subtleties in the world that hearing children do not.

Hearing children are more likely than deaf children to mix and confuse similar colors such as blue, purple, red, and orange. Deaf children distinguish color shades more subtly. Drawings of deaf children have more detail than drawings of listeners. Drawings from memory are more complete. Drawing pictures that express spatial relationships is more difficult for deaf children. For the deaf, analytical perception takes precedence over synthetic perception.

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Baby Girl Can’t Stop Smiling After Hearing Her Sister’s Voice for the First Time…
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