Objective

2

To explore the influence of Problem-Based Learning Parent Training Model in home-kindergarten co-education for hearing-impaired children.

Methods

2

52 hearing-impaired children were trained as participants and divided into problem-based learning parent training and regular model parent training with 26 participants each group. A questionnaire survey

parents interviews

and evaluation survey method were used to evaluate the auditory and language in of parents before

6 months

and 12 months of training in home-kindergarten co-education

and analyze the comprehensive effectiveness of the two parent training models in home-kindergarten co-education for hearing-impaired children.

Results

2

Before the training

there was no statistically significant difference in the auditory ability score and language ability score between the problem-based learning parent training mode group and the normal training mode group of hearing-impaired children (

P

>

0.05). After six months of training

there were statistically significant differences in auditory ability and language ability scores between the two groups (

P

<

0.05). After one year (12 months) of training

there were significant statistical differences in auditory ability language ability scores between the two groups (

P

<

0.01). The auditory and language development scores of hearing-impaired children in the problem-based learning parent training model group were significantly higher than the ordinary training model group after 0-6 months

7-12 months

and 0-12 months (

P

<

0.05). About 90.2% of the interviewees agreed with the problem-based learning parent training model.

Conclusion

2

The problem-based learning parent training model of home-kindergarten co-education is beneficial for improving the effectiveness of family rehabilitation and enhancing the auditory and language abilities of hearing-impaired children.