THE IMPACT OF A MULTIMODAL LEARNING ENVIRONMENT ON THE DEVELOPMENT OF AUDITORY-SPEECH SKILLS IN CHILDREN WITH COCHLEAR IMPLANTS AND INNOVATIVE MODELS OF PEDAGOGICAL SUPPORT
Abstract
The development of auditory-speech skills in children with cochlear implants (CIs) is a complex and multidimensional process that requires not only medical intervention but also effective pedagogical support. This article explores the impact
of a multimodal learning environment on the formation of auditory and speech competencies in children with cochlear implants. Multimodality, which integrates auditory, visual, tactile, and kinesthetic channels, is considered a key factor in
enhancing speech perception, production, and language comprehension. The study also examines innovative pedagogical support models aimed at optimizing rehabilitation and educational outcomes. The findings suggest that multimodal
learning environments significantly improve auditory-speech development and social integration, while innovative pedagogical approaches contribute to sustainable communicative competence and academic success.
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