语言剥夺综合征：对听障儿童早期语言输入问题的思考

冯诗瑶; 郑璇

doi:10.3969/j.issn.1672-4933.2026.01.012

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语言剥夺综合征：对听障儿童早期语言输入问题的思考

综述 | 更新时间：2026-07-30

- 语言剥夺综合征：对听障儿童早期语言输入问题的思考
- Language Deprivation Syndrome: Reflections on Early Language Input in Hearing-impaired Children
- 中国听力语言康复科学杂志 2026年24卷第1期页码：61-64
- 作者机构：
  
  1.成都市龙泉驿区特殊教育学校成都 610100
  2.北京师范大学教育学部北京 100875
- 作者简介：
  
  冯诗瑶硕士特教二级；研究方向：融合教育、听障教育
  郑璇，E-mail：zhengxuan@bnu.edu.cn
- 基金信息：
  
  中国残联2021年研究课题《基于听障儿童家庭需求的医教康一体化支持服务体系构建》(21&ZC015);中国学前教育研究会“十四五”研究课题《面向学前儿童的中国手语绘本教材研发》(K20210004)
- DOI：10.3969/j.issn.1672-4933.2026.01.012
  中图分类号： G762
- 收稿：2024-07-29，
  
  网络首发：2026-01-09，
  
  纸质出版：2026-01-15
- 稿件说明：
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冯诗瑶,郑璇.语言剥夺综合征：对听障儿童早期语言输入问题的思考[J].中国听力语言康复科学杂志,2026,24(01):61-64.

FENG Shi-yao,ZHENG Xuan.Language Deprivation Syndrome: Reflections on Early Language Input in Hearing-impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):61-64.
冯诗瑶,郑璇.语言剥夺综合征：对听障儿童早期语言输入问题的思考[J].中国听力语言康复科学杂志,2026,24(01):61-64. DOI： 10.3969/j.issn.1672-4933.2026.01.012.

FENG Shi-yao,ZHENG Xuan.Language Deprivation Syndrome: Reflections on Early Language Input in Hearing-impaired Children[J].Chinese Scientific Journal of Hearing and Speech Rehabilitation,2026,24(01):61-64. DOI： 10.3969/j.issn.1672-4933.2026.01.012.

摘要

近年来，听障儿童语言剥夺综合征作为一个新概念被提出并受到关注。语言剥夺综合征是指个体在语言发展关键期未充分接触自然语言，引发系列认知和行为障碍症状。避免听障儿童语言剥夺的根本途径是提供自然且无障碍的早期语言输入。当前我国听障儿童的早期语言发展存在语言教育理念因循守旧、口语康复效果难以有效预测、家庭早期语言输入质量不理想等困境。为促进听障儿童的身心健康发展，应加快学前融合教育高质量发展进程、构建协同育人综合支持体系、优化听力语言干预策略。

Abstract

In recent years

Language Deprivation Syndrome in hearing-impaired children has been proposed as a new concept and has attracted considerable attention. Language Deprivation Syndrome refers to a condition where an individual lacks sufficient exposure to any natural language during the critical period of language development

resulting in a subsequent series of cognitive and behavioral challenges. The fundamental approach to preventing hearing-impaired children from facing the risk of language deprivation is to provide them with natural and accessible early language input. Currently

early language development for hearing-impaired children in China faces multiple challenges in three aspects: outdated language education concepts

difficulty in effectively predicting speech rehabilitation outcomes

and significant challenges in early language input. To promote the healthy physical and psychological development of hearing-impaired children

it is recommended to accelerate the development of high-quality preschool inclusive education

establish a comprehensive collaborative education support system for hearing-impaired children

and optimize intervention training strategies.

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references

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