Aim: In this study, it is aimed to develop a method for the prevention of language development, and psychosocial, emotional and behavioral problems before and during special education.
Method: In the study, registered to hearing aid sales centers and private rehabilitation centers in Istanbul metropolitan area, having no additional disability other than hearing impairment, using a hearing aid or cochlear implant, under 18 years of age, 19 hearing aids, 25 cochlear implants, 6 both hearing aids and cochlear implants. 50 children with hearing loss (29 women, 21 men) participated. A data collection tool consisting of 16 questions was created in order to determine the language development and mental and behavioral problems of children before and after they started special education, and a triple Likert Scale was used in the prepared scale. Mcnemar Bowker test was used to evaluate the results. Results were considered significant if p<0,05.
Results: As a result of the study, the special education received by the hearing impaired individuals; has been observed that it has no effect on tantrums, obsession tendencies, aggression, sleep disorders, appetite problems, lack of attention, sharing their sadness and joy, and adapting to a crowded environment. After 1-3 years of education in the study group, a significant difference emerges in tension, irritability, talking to people, making friends, and participating in social activities. A significant difference was observed in expressing feelings and thoughts and speaking clearly and clearly in the first year of special education received immediately after the application of a hearing aid or cochlear implant.
Conclusion: As a result of the research, in order to minimize the negative effects of hearing loss on language development and all the negative effects it brings, it is important to start an education program that is suitable for the individual needs of the child, after early intervention and early diagnosis, together with appropriate equipment for hearing loss.