Objective

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To explore individualized teaching forms that are suitable for the rehabilitation needs of young hearing-impaired children.

Methods

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Thirty young hearing-impaired children in training from three different rehabilitation institutions were selected and divided into three groups according to different individualized teaching forms: A

B and C. The results of their hearing ability and language ability evaluation for the first time and after 5 months of rehabilitation were analyzed by one-way ANOVA and compared with each other.

Results

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After 5 months of rehabilitation

the rehabilitation effect of group C was significantly better than that of group A and group B

so the best individualized teaching form of rehabilitation effect was group C teaching method.

Conclusion

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The individualized teaching form can this way cultivate the learning awareness and study habits of hearing-impaired children

but also enable parents to learn the operational skills of rehabilitation

give play to their leading role in family rehabilitation

achieve optimal home co-education and achieve remarkable rehabilitation effects.