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15преподавателя, на повышение творческого потенциала педагогического коллектива в целом, а в конечном счёте, на совершенствование учебно-воспитательного процесса и достижения оптимального уровня образования.
Педагогический консалтинг - это сопровождение по широкому кругу вопросов, в том числе в технологической, технической, экспертной сферах. Основная задача консалтинга заключается в системном анализе, обосновании перспектив развития и использования научно-технических и организационно -предметных решений [9] .
Мы живем в такое удивительное время, когда реализуются проекты даже летающих электромобилей и их заказ на сотню штук не является фантазией. Если отечественное серийное самолётостроение" по мнению академика РАН, аэродинамика Рыжова Ю. А., в настоящее время пока практически лежит [10] и пока нет призрачной надежды на его скорый подъем, то может и готовить будущих специалистов, например, в области технической эксплуатации летательных аппаратов и двигателей надо там, где вообще хорошо учат, беззаветно относиться к студентам, где поднят престиж педагога, где есть жизнь, а не «кваканье лягушек на закате".
Литература
1. Бочарникова Я.В. Психолого-педагогическое сопровождение адаптации студента первого курса. Семинар для педагогов, раздел: «Общепедагогические технологии» (/аиШоге/2 1 1 -260-035/).
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6. Чурикова И.Э. Особенности адаптации студентов в условиях педагогического колледжа - Рязань : РГПУ им. С.А.Есенина, 2004 - с.6З-64.
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8. Рыжова И. М., Сергеева И.А., Юдин Г.В. "Дуальность целевой контрактной системы обучения - резерв менеджмента качества. Тезисы докладов на XV Международной конференции «Управление качеством», МАИ, 2016, стр.269-272.
9. Рыжова И.М. Юдин Г.В. Результаты экспериментальных исследований по обеспечению дуальности целевой системыобучения в Красногорском колледже. Тезисы докладов на XV Международной конференции «Управление качеством», МАИ, 2016, стр.272-276.
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11. Данышева Н.С., Рыжова И.М., Юдин Г.В. Организация педагогического консалтинга в Красногорском колледже для адаптации к новым специальностям топ-50. Тезисы докладов на XVII Международной конференции «Управление качеством», МАИ, 2018, стр.272-276.
РОЛЬ ИНСТРУМЕНТАЛЬНОЙ МУЗЫКАЛЬНОЙ СТИМУЛЯЦИИ В РЕАБИЛИТАЦИИ МЛАДШИХ ШКОЛЬНИКОВ С НАРУШЕНИЕМ СЛУХА
Лаптев И.Г.
Кандидат педагогических наук, профессор, Отличник народного просвещения, Почетный работник высшего профессионального образования РФ, Астраханский государственный университет,
Астрахань, Россия
ROLE OF INSTRUMENTAL MUSICAL STIMULATION IN REHABILITATION OF JUNIOR SCHOOLCHILDREN WITH HEARING DISORDES
Laptev I. G.
Candidate of pedagogical Sciences, Professor, Excellent of People's enlightenment, Honorary worker of higher professional educationRF,
Astrakhan state University, Astrakhan, Russia
АННОТАЦИЯ
В статье рассматривается инновационная методика реабилитации младших школьников с нарушением слуха. Актуальность проблемы обусловлена недостаточным количеством методов музыкальной стимуляции в реабилитации детей с нарушениями слуха. Статья подготовлена в рамках ранее разработанной
программы "Обновленный слух" и направлена на популяризацию этой инновационной методики, позволяющей активизировать реабилитационный процесс. Самая современная и передовая технология - это развитие речевых и музыкальных способностей в процессе игры на блокфлейте.
ABSTRACT
The article views the innovative technique of rehabilitating junior schoolchildren with hearing disorders. The problem topicality is due to the insufficient number of techniques musical stimulation in rehabilitation of children with hearing disorders. The article is prepared within the previously elaborate program "Renewed hearing" and is aimed at promoting this innovative technique, which enables to activate the rehabilitation process. The most modern and advanced technique is that developing speech and musical abilities by playing the block flute.
Ключевые слова: младшие школьники с нарушениями слуха, психолого-педагогические компоненты познавательной деятельности, игра на блокфлейте, пение песенных мелодий с текстом.
Keywords: junior schoolchildren with hearing disorders, psychological-pedagogical components of cognitive activity, playing the block flute, singing the song melodies with text.
Introduction
Music is an emotional art; it has a great influence on personality formation. For a deaf person, music has long been beyond the scope of abilities. The idea of complete incompatibility of music and deafness generated a lot of grievous folk sayings. Today, the world of the deaf is slowly but steadily becoming the world of the speaking people, and is wishing to be the world of the people playing the musical instruments and singing [12].
The research by Russian and foreign audiologists showed that there are almost no absolutely deaf children. 98% retain residual hearing and are able to distinguish whistles, screams, or loud voices [16].
The impaired hearing function is manifested in different ways: some people react to low sounds, some, to the middle tones, some to the high tones; the sound intensity is also perceived differently. The research by Professor V.P. Morozov prove that "the bone-tissue sound conduction plays a great role in sound perception" [15, p. 130]. Nowadays, this technique is used by pilots testing jet airliners.
One may hypothesize that a vibrating column of air from a flute, influencing the brain of a deaf or hearing-impaired child, allows them to hear the instrumental musical sounds, thus developing their hearing perception [10]. The practical method of playing the instruments with a vibrating column of air by hearing-impaired children is still underestimated. Only vocal therapy by S.V. Shushardzhan technique is used in patients' treatment, its author being confident of the inexhaustible reserves of a human organism [19]. The experimental musical therapy, indeed, helps in reducing the disease manifestations [5]. It is essential to develop the hearing ability in hearing-impaired children [11].
Literature Review
Stimulation in rehabilitation of children with hearing disorders, undoubtedly, requires both preliminary psychological-pedagogical consideration of the issue of cognitive activity of such children, and a brief literature review on the topic.
The researchers of children's activity - D.B. Godovikova (1989), T.M. Zemlyanukhina (1986), L.M. Shipitsyna (2004), P. Oleron (1977), R. Stegi (1988) - believe that cognitive activity is one of the essential qualities characterizing the mental development of a junior schoolchild. Cognitive activity is an important driving force of a child's development, it reveals and implements the potential abilities of children
for the development of hearing and speech, and promotes the world outlook shaping.
At various periods of the society development, one of the tasks of educating deaf and hearing-impaired children was to bring up a creative person, able to master new spheres of activity, and flexibly orienting in the constantly changing environment. We interpret 'stimulation' as forming the need for instrumental performance, transforming during rehabilitation. Hence the task to study and develop the cognitive activity of hearing-impaired children [6].
In our opinion, the definition of cognitive activity proposed by V.S. Daylidene is the most complete and accurate: "Cognitive activity is an integrative quality of a personality characterized by emotional-positive attitude to cognition, readiness to choose the content of activity, urge towards independent search for solutions of cognitive tasks; it is manifested in initiative, curiosity towards the environment, and promotes the accumulation of individual experience of cognitive activity" [4, p. 9].
Basing on the analysis of psychological-pedagogical sources, we highlight the main components in the structure of cognitive activity, accentuation of which would promote the cognitive activity and instrumental musical stimulation in schoolchildren rehabilitation.
Needs-motivational component: the basis of cognitive activity is cognitive need and cognitive motivation. The needs-motivational component reflects activity, orientation and stability of cognitive interests, inclusion into the cognitive activity; it is manifested in curiosity initiative in interaction with the grown-ups and peers during the research instrumental-musical activity, discovery and cognition of the new and unknown.
Operational-activity component includes the ability to receive from an adult or to independently initiate a cognitive task, to use various actions to research the objects and phenomena of interest, to be inventive in the cognition process, as well as the ability to apply the already mastered method of cognition for another material, for example, when playing the flute and singing the lyrics [26].
Emotional-evaluative component includes emotional attitude both to the object of cognition (surprise, delight, bewilderment, anxiety), and the process of cognition (interest, enthusiasm, stable attention). It is manifested in emotional states when experiencing success, failure, enjoyment of cognition, pride for one's achievements, satis-
faction with the activity. It also includes regulative processes: will aspirations, persistence in achieving the goal, resolution, and attention as the focus of efforts which are indispensable in instrumental musical stimulation.
Communicative-personal component is expressed in the desire and ability of junior schoolchildren to contact the grown-ups and peers with a view of cognition of an object, a phenomenon, in actual instrumental activity, in ability to formulate questions and exchange gestures and replies of objective character, to understandably express the result of cognition. The communicative-personal component is also characterized by the presence of concepts about oneself and attitude to oneself in junior schoolchildren: confidence in themselves, initiative in demonstrating knowledge and skills, persistence in mastering the flute playing.
Numerous research (A.A. Kataeva, T.V. Rozanova, Zh.I. Shif, T.I. Obukhova, N.V. Yashkova, etc.) show that the interaction of the primary deficiency and the secondary deviations in mental development changes the structure of cognitive sphere of deaf and hearing-impaired children. It is stated that retardation of forming the object and game activity, insufficient experience in using various auxiliary objects and tools, lack or underdevelopment of speech and verbal communication, difficulties in mastering the verbal denominations influence the development of visual thinking in hearing-impaired children. In aggregate, these factors determine the difficulty of transition towards visual-image thinking, and the retarded forming of comprehensive processes of summarization and synthesis. However, according to T.I. Obukhova, children's participation in practical activity, orientation in the environment, comprehension of the purpose of various objects and phenomena, and the process of instrumental music playing "develop the ability to carry out practical analysis, synthesis, and visual summarizing" [14, p. 54].
Cognitive activity of hearing-impaired children has its peculiar features. Like children with good hearing, they manifest curiosity, which is expressed in throwing interested glances at the object and inquiring intonations addressed to an adult; intense manipulations with the object to learn something about it; emotional attitude towards the objects, which is vividly expressed in mimics and gestures (surprise, bewilderment, anxiety, etc.). However, due to the speech deficiency, the children cannot distinctly formulate their questions and thoughts; for the same reason, adults sometimes have difficulties in comprehensively explaining the properties, essence and reason-and-cause links of the objects and phenomena, in particular, the healing magic of music [20]. One can suppose that the cognitive activity of such children will have the following peculiar features:
- a somewhat retarded pace of forming the cognitive activity as a personality trait;
- mildly expressed manifestations of cognitive activity in behavior;
- low level of cognition formation, certain uniformity of research activity;
- somewhat limited use of oral speech as a tool of cognition.
- moderate activation of musical and speech activity when playing the flute [7].
We agree with M.I. Lisina, who believes that "communicative activity, alongside with cognitive and reflective activity, is a factor of the development of children's cognitive activity" [13, p. 95]. Due to speech development, when playing a song melody on the flute and then singing the melody with lyrics, the speaking and communicative skills improve. Children become more open for communication, they improve logical thinking and enhance self-confidence [18].
Thus, cognitive activity of hearing-impaired children may develop intensively and naturally in a situation of instrumental music playing, singing and speech activation, by using musical and verbal communication as a source of information in the process of cognition.
It is undoubtedly interesting to make a review of the Russian and foreign literature on the studied problem of hearing and speech development.
The musical experience of such prominent pedagogues and musicians, as E.I. Leongard, T.V. Pelymskaya, N.O. Shmatko, G.I. Yashunskaya, allowed introducing a special technique of musical work with hearing-impaired children. Using the favorite fairytale and game characters, benevolent communication of a musical teacher with children, expressive and distinct presentation of the actions, and encouraging the successful performance enhance the children's interest for the lessons, and make them an indispensable part of the children's lives [8].
Comprehensive correctional school of I type for hearing-impaired children of Astrakhan (Russian Federation) has been using the verbal-tone technique of deaf children rehabilitation for many years. The technique was developed by Academician Petar Guberina and advanced by his disciple Mladen Lovric as a result of scientific research in the sphere of phonetics, linguistics and practical experience in verbal communication [3].
The technique is widely used in SUVAG Research Center (Zagreb, Croatia). Why does not the person speak? - Because he does not hear. Thus, we must teach a deaf to listen. The verbal-tone technique relies on hearing, audio perception, and develops speech through it [2].
During rehabilitation, the following methods and techniques are used:
- phonetic rhythmic and harmony of the body (or stimulation with movements);
- musical stimulation.
Of great interest are the publications by Sara Car-novali on the right for specialized education and by Wendy Lynas about integration (inclusion) of the disabled into comprehensive schools [22, 27].
The need for cooperation between the general and special education to prepare teachers and improve the modern teaching techniques is highlighted by Ricci Leila Ansari [29].
One of the most promising modern techniques is using tablets in musical lessons with hearing-impaired junior schoolchildren, which can be very useful for musical and speech stimulation, as shown by Adam Hart [25].
The monosensoric approach to hearing development by Erich Wedenberg deserves much attention [30]. The core of the technique is relying on the residual hearing ability of children with further support of the visual perception of speech, while other methods usually rely on the visual perception and use hearing as a supplement only.
The widely used polysensoric approach was developed by Helen Beebe and Dorin Pollack [21, 28]. According to them, active development of the hearing ability takes place due to the load of changing sensor modalities and rejection of communicative assistance of hands.
L. Grammatico is convinced that the hearing ability, which is necessary for verbal speech acquisition by children with high degrees of hearing impairment, can be developed only if it is perceived as the fundamental basis of the whole teaching process in a certain rhythm, and integrated into all kinds of everyday activity of preschool and secondary school establishments [24].
Today, special programs are designed for hearing-impaired children, which transform a child's voice into visual symbols on a computer screen, such as "Finger spelling", "Time band", "Number composition", "A yard in a city", enabling to activate the speech function [1].
Materials and Methods
The methods of innovative technique are: the practical explanation-illustrative method, which enabled the hearing-impaired children to fulfill the musical instrumental tasks; the method of reflection, when a child hears the instrumental sound when playing the flute and successfully corrects its tone by a lighter expiration on a "tu" syllable and a tactile feeling of the apertures correctly closed with finger tips; and the method of conversation, enabling to objectively reveal the hearing of musical sounds by the junior schoolchildren when playing the flute. This technique was applied for the first time and, firstly, requires further research, and, secondly, has not yet been used widely [9].
Improving the kinesthetic sensations, exercises for developing the audio perception, and using the modern equipment compensate the natural deficiency, increase the self-control during verbal communication and gradually approximate the deaf to the hearing-impaired, and the hearing-impaired to well-hearing. Solving of this difficult task is greatly promoted by the wide sphere of musical education.
One of the key conditions of working with children is a close contact between a musical teacher, an audiologist and a tutor. Thus, it is essential that the teachers and tutors on an everyday basis consolidated the content of musical lessons, broadened the children's ideas about the nature phenomena, animal world, surrounding objects, which are mentioned in games, dances and songs. This should be done patiently and consistently.
Using, at the initial stage, the vibration-tactile exercises, we gradually taught the children to listen to and hear the music, to move in concordance with its changing character. Music efficiently influences the child's behavior in general. Education promotes the musical,
general and verbal development of the junior schoolchildren, which implies:
- cultivating a steady interest towards musical lessons;
- teaching to listen to, hear, perceive and feel the music;
- creating musical-motional images with the help of a pedagogue-audiologists with the accompaniment of a piano;
- trying to achieve flexibility, expressiveness of movements;
- being able to orient in space and harmoniously move with the others;
- developing correct motional reaction to music (flowing, slow, fast, impetuous);
- activating interest of the hearing-impaired children to playing various rhythmical instruments, producing polyrhythm;
- forming the desire of the junior schoolchildren to play the flute;
- forming the ability to start and to finish a musical phrase simultaneously with the accompanying piano.
Such broad range of tasks did not distract the pedagogues and musical teachers from their main objective - to teach a hearing-impaired child to speak, to prepare a child for further acquisition of knowledge and active perception of the environment. As practice shows, communication with music enhances the versatile psychophysiological development of a child's organism: improves posture, deepens breath, activates blood circulation, and increases vitality. Movements become more free, rhythmic, and beautiful.
Unfortunately, hearing-impaired children are always tense; they permanently scrutinize the environment, the faces of adults and peers. Their eye-sight is overloaded. However, when listening to music, moving rhythmically or playing an instrument, they switch their attention to the music, thus receiving relaxation.
Musical education favorably influences the child's vocal apparatus. Listening to music, perceiving its mode and reproducing simple melodies, a child gradually acquires the skills of correctly using their voice: pronunciation is improved, various timbre shades appear. The initial use of written plates and sign language words is substituted for free lip reading and listening to a speaker. The word and sentence stock is enlarged. The deaf or hearing-impaired children are not devoid of musical abilities, if systematically maintained and directed. They need the accessible musical-aesthetic education which significantly stimulates the overall intellectual development. Gradually, the children develop attention, imagination, hearing and verbal memory, they acquire better orientation and the ability to create musical-motive and sometimes fairytale images of light singing snowflakes, a timid hare, a heavily waddling bear. Junior schoolchildren, having a wider range of skills and competences, are able to reproduce various musical images themselves, without assistance of the grown-ups.
In the lessons, another important problem is solved - general development of a child. Usually, deaf children start to speak later. As a result, they are deprived of playing with peers. Music involves them into
a collective game, promotes natural communication with each other. A game is a significant means of forming a personality of a junior schoolchild.
Hearing exercises allow a pedagogue to achieve a child's reorientation from the visual analyzer to vibration-tactile one: the children listen to music leaning on the instrument. Then they are reoriented to the audio analyzer, listening to music at some distance from the instrument. This activates mastering the initial forms of communication with music (it character, beginning and ending). It is essential to take into account the age, degree of preparedness and individual features of children.
Some teachers show first the movements without musical accompaniment, with counting or rhythmic clapping. However, our experience shows that a child can be taught to listen to music and move according to its content and form, if the rhythmic model was previously mastered.
A great role in teaching children to speak is played by a special musical-sound ABC book. It present the successively systematized training exercises which, as practice shows, help a child to correctly produce musical sounds: first as individual letters, then syllables, and finally songs composed of complete phrases.
Playing a rhythmic tune with one note on the flute (the tune was shown on a stave), the children reported hearing it. They also were able to sing it with the same note, though still not very accurately. Then they managed to sing it with lyrics, sometimes composed by themselves.
Each singing exercise has its own plot, close to the children's interests and comprehensible, such as "Olya is dancing", "Cat the Grumbler", "Drum and tube", "We are singing", which the children accompanied with playing the rhythmical instruments, then improvised on the flutes.
The junior schoolchildren developed a demand for playing the flute and singing. This demand fills their life with bright emotional coloring. They willingly play and sing not only in the lessons with a teacher, but also during leisure hours.
The theoretical validity of the cognitive activity components promotes its practical implementation in maintenance of the junior schoolchildren's interest to studying the flute, as well as their performing abilities. The schoolchildren asked a lot of questions and, satisfied with brief meaningful answers, could spend an hour "producing sounds" (terminology of the children), which they heard within the brain due to bone-tissue conductivity.
We also used musical games to develop imagination and creative abilities of children, to enrich their spiritual world. Musical games, just as songs with a plot, were carried out with various toys, attributes, musical instruments. In these games, the definite images, characteristic for children, are intertwined with bright emotions. All this becomes an effective means for improving the residual hearing in children, promotes their multisided harmonious development and reveals new opportunities for the successful rhythmic, sound-tome and speech development.
Unfortunately, the speech of a deaf person is scanned, syllabic, evenly accentuated, and unemotional. Musical stimulation plays a great role for developing a fluent, well-intoned speech. A child perceives a melody easier. Through musical rhythm, a child analyzes a word and a sentence. For a hearing-impaired child, melody in vocal music promotes the development of intonation in speech, while the tempo in instrumental or vocal music stimulates the development of tempo in speech. It is very important to work on rhythm, as it improves manifestations of all movement abilities.
For speech and musical stimulation, we widely used monosensoric and polysensoric approaches in hearing development, basing on rhythmic logopedic rapid sayings: irrational (without meaning): "Pa-Ma, Pa-Pa-Ma, Pa-Pa-Ma-Ma, Pa-Ma-Pa"; semi-rational: "Ta-Ta, Ta-Ta-Tam, Ya tut, ty tam" ["I am here, you are there"]; and rational (speech and musical logopedic rapid sayings and verses): "Leti, leti, moya sova. Leti tuda, leti syuda" ["Fly, fly, my owl. Fly there, fly here"].
Logopedic rapid sayings express the rhythm of children's activity. In musical stimulation lessons, we intensively taught children to sing. Deaf children can sing and love it. Singing is an indispensable from of rehabilitation of a child's emotions, hearing, rhythm, and voice. However, song modulations are mostly accessible for песен hearing-impaired children. In deaf children, the voice and articulation apparatus is not impaired, but, as any nonfunctioning organ, is poorly developed. As there is no feedback, the speech production is complicated, the person lacks voice modulations and pronunciation distinctness; this why playing the block flute, making the sounds penetrate the brain through the bone-tissue conductivity channels, stimulates the voice sounds production.
Communicating with music enhances the multi-sided psycho-physiological development of a child's organism: improves posture, deepens breath, activates blood circulation, and increases vitality. Participating in a children's orchestra, instrumental music playing, group singing increases self-esteem and allows joining the world of well-hearing people.
Children with hearing and speech disorders are especially interested in instrumental music playing. The essence of the technique is that the children master the bases of playing rhythmical instruments and the flute. The sounds reach their brain via bone-tissue conductivity, thus the children obtain the opportunity to play the instruments and to hear (!) the sound moving upwards and downwards. For the sound accuracy, it is essential to correctly close the apertures with the fingers of both hands. The interest towards sound perception allows consolidating the playing skills. After a few technical lessons on closing the apertures and correct blowing, the third grade schoolchildren accurately played a special simplified variant of an instrumental arrangement of P.I. Tchaikovsky's "Old French song" accompanied by a piano.
We conversed with the children about P.I. Tchaikovsky's music; the children listened to a few pieces from his "Children's Album" and scrutinized his portrait, asking a lot of questions. Then we showed France on a map and a globe - the country from which that
beautiful tune came. Having seen the vast territories of Russia on a map and a globe, the children sang the Russian folk song "Cornflowef' of three sounds, which they had learned before, and played the melody on the flutes with the help of the teacher.
When the children were learning to play the English folk song "Kittens", we had to simplify the melody, which allowed not only playing but also singing the song with the lyrics of the first and second verses. Working on the text appeared to be harder than instrumental playing, but the comprehension of the playful lyrics enriched the perception of the surrounding phenomena and broadened the children's ideas about the environment. Our experience shows that playing the flute by hearing-impaired children promotes their musical development, improves speaking abilities, broadens the world outlook, stimulates the overall intellectual development and develops communicative skills of the children.
The children played the song melody on the flutes and immediately sang it with the lyrics, not to "lose" melody - the "trace effect of the brain neurons" [Anokhin].
Thus, we ascertained the efficiency of instrumental musical stimulation in rehabilitation of junior schoolchildren with hearing disorders, first of all, when playing the flute.
Results
The longitudinal research allows studying and comparing phenomena after certain periods of time. The research experiment studying the effect of instrumental musical stimulation in rehabilitation of junior schoolchildren with hearing disorders was carried out systematically since 2007 once in three years. The correlation coefficient, as a mathematical indicator of the link between the two variables was almost equal to one, which testifies to the definite positive correlation between the psychological-pedagogical signs and results.
Table 1.
Stating and forming stages of the experiment aimed at the rhythmical, sound-tone and speech development junior schoolchildren with hearing disorders during instrumental musical stimulation in a comprehensive correctional school of the I type for hearing-impaired children in the city of Astrakhan, Russian
Federation
№ Names of schoolchildren Criteria of musical and speech rehabilitation of children with hearing disorders
, ^ . , , , „ sound-tone develop- , , , „ rhythmical development speech development
2016-2017 academic year
1 term -Stating stage II. III, IV terms - and forming stage of musical and speech rehabilitation of children with hearing disorders
rhythmical development sound-tone development speech development rhythmical development sound-tone development speech development rhythmical development sound-tone development speech development rhythmical development sound-tone development speech development
1 Aynagul F. - - - - - - + - - + - +
2 Aleksandr I. + - - + + - + + + + + +
3 Alena V. - - - - - - + - - + - +
4 Anatoliy S. - - - - - - + - - + + +
5 Viktoriya L. - - - + - - + + - + + +
6 Galiya E. - - - - - - - - - - - +
7 Dmitriy Sh. + - - + - - + - - + + +
8 Marina P. + - - + + - + + - + + +
9 Nikolay A. - - - - - - + - - + - +
10 Elvira B. - - - + - - + - - + - +
During the school year, the results of work with junior schoolchildren were, undoubtedly, positive. By our observations, the components of cognitive activity were most vividly manifested during the instrumental, singing and speaking activity. Moreover, the instrumental and singing activity stimulated the process of active speaking communication of the junior schoolchildren between themselves and with the teacher.
The lexical and grammatical structure of their speech became more organized. The number of mistakes in word-building reduced; the morphological and
phonetic structure of speech improved. They acquired intonation flexibility in interrogative sentences. The speech phrases became more voluminous, complex and syntactically correct.
In the class, only two children were absolutely deaf - Galiya E. and Anatoliy S. Anatoliy demonstrated great interest to the flute and curiosity about playing it. It was he who gave a vivid example of the successful bone-tissue conductivity of the flute sounds. Conversations with him, his answers to a series of questions
make us confidently speak of the arisen and developing "musical-hearing representations" (B.M. Teplov).
At one of the lessons, when the task was to correctly close the apertures, the boy quite distinctly said: "Wrong [s]ound". The flute apertures appeared to be not closed correctly. When the correction was made, Anatoliy played the right sound on the "tu" syllable. In Anatoliy's eyes, we saw the joy of a small victory over the great disease. He experienced positive emotions connected with instrumental and singing activity, though still with mistakes in intonation and indistinct lyrics.
The analysis of the results presented in Table 1 testifies to the speech development activation, which was a priority in the experiment. The rhythmic development was effective by almost 90%.
Another child, Galiya E., has accompanying diseases; she is melancholic, did not reveal interest to the lessons, which, naturally, influences the efficiency of rehabilitation. Nevertheless, the positive result was
achieved through instrument playing, singing the previously played short melodies and singing the lyrics of the folk songs: "Cornflower", "On a meadow", "A hare is walking round the garden", "I am sitting on a rock", "Jolly winter". The level of speech development increased.
The rhythmic and speech development of junior schoolchildren after instrumental musical stimulation and pronouncing the songs' lyrics can be considered successful, but the sound-tone development, i.e. the singer intonation and activity of the vocal cords appeared to be still rather weak, which is quite natural for the hearing-impaired schoolchildren.
Thus, the experiment proved the positive role of instrumental musical stimulation in rehabilitation of junior schoolchildren with hearing impairments. Practice shows that block flute playing by the hearing-impaired children activates their musical development, improves speech abilities, broadens the world outlook, and stimulates the general intellectual development.
Children with hearing impairment learn on the block flute simple melody of the English folk song "Kittens".
Discussions
The researched problem of hearing development in children with hearing and, as a consequence, speech disorders is large and multisided.
Psychologists, pedagogues, audiologists all over the world study the chances to solve this topical problem, which is viewed from many psychological-pedagogical and medical sides. These include: radical technique of cochlear implantation, monosensoric and polysensoric approaches to hearing development, verbal-tone technique of rehabilitation of children with hearing and speech disorders, and many other approaches and techniques, which promote the reduction of negative states of hearing and speech.
Research is going on in all directions, and one of the essentially new methods of improving the hearing and speech factor is the tested instrumental music stimulation in rehabilitation of junior schoolchildren with hearing disorders. This aspect has not been studied in the previous research.
One of the positive results of the technique was a concert performed by the children in an assembly hall of Astrakhan State University for pedagogues and students. The performance left no one indifferent. Junior schoolchildren played a specially written simple melody on five steps of minor tonality for the first and third parts of P.I. Tchaikovsky's "Old French song" from his "Children's Album". The second part was played on
the piano only, so the children were to hear its end to enter in the third part. Then, the instrumental ensemble played on the flutes a simplified version of the English folk song "Kittens", which allowed not only playing but also singing the song with the lyrics of the first and second verses. This was due to the "trace effect of the brain neuron" by P.K. Anokhin. Apparently, the intonation and pronunciation were not quite correct, but both the melody and the lyrics were comprehensible, according to the comments of those present.
The children performed for their teachers and parents, who were fascinated to seen the musical and speech achievements of their children. Learning to play a flute, hearing the sounds and performing were "a small victory over the great disease".
Conclusion
Thus, the innovative research, results analysis, oral polling and further successful performance confirm the positive role of instrumental musical stimulation in rehabilitation of junior schoolchildren with hearing impairments.
Recommendations
The article materials will be undoubtedly useful for teachers-audiologists of I type correction schools for children with hearing disorders, and students of De-fectology faculties majoring in "Methods of teaching the hearing-impaired", and for all researchers concerned with the problems of deaf-and-dumb children,
because the topic of instrumental musical stimulation in rehabilitation of junior schoolchildren with hearing impairments is open for further research.
Acknowledgements
The program "Renewed hearing" was specially elaborated for the 7th competition of the All-Russia charity grant program "New day" organized in 2007 by "Rosbank" Joint Stock Commercial Bank in cooperation with the United Nations International Children's Emergency Fund (UNICEF) and the Russian mission of the British charity fund Charities Aid Foundation (CAF Russia).
Astrakhan State University became the grant holder of the "New day" program for the program "Renewed hearing". The Honored Diploma "For the significant contribution into the revival of the traditions of charity and the strive to help children " was signed by Karel de Roy, a representative of the United Nations International Children's Emergency Fund in Russia and Belarus, Aleksandr Popov, the Chairman of Rosbank Open Corporation, and Maria Chertok, Director of CAF Russia, a branch of Charities Aid Foundation Great Britain.
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