A proposal for developing language-listening in kindergarten hearing-handicapped children

Abstract

Concerning Vygotsky’s Cultural-Historic School assumptions, the article bases its content on children’s hearing handicaps and the out-of-body experiences it may have in kindergarten children’s learning. The structure of hearing - handicap and the special educative needs proper to the child’s early stages of life, set up the starting point of the article. The facts under analysis allow an updated context to the special educative needs in correlation with the learning process and the activities that the specialized personnel on the matter can design with the main aim of developing communication. The top objective is to propose a set of theory for special games correlated with children’s hearing-level handicaps and develop communication among them. The results showed that taking advantage of the child’s potentialities and possibilities of his sensitive period, by means of educative games; he/she can have an integrated communication that favors information, reception, and expression during the process. This fact allows those children to get involved in primary school education. In sum, the conception of special educative needs offers a humanistic perspective that develops language in hearing-handicapped children.