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The Contribution of Playing Music Notation toward the Development of Sound Perception on Students with Hearing Impaired

机译：发挥音乐符号对听力障碍的学生声音感知的贡献

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It can be said that Hearing Impairment caused anyone can not interacted with others. They don't understand the sound around them caused by a part or all of hearing apparatus can not function. The teachers and therapists, especially auditory trainer at school, have also performed their training at school and therapeutic lounge. However, auditory training of sound perception tend to step one was sound identification with there was a sound and no sound. So as to make hearing impaired students boring and their sound perception could not develop as much as possible. It seem that the development of auditory training of sound perception run in different goals. Kinesthetic and tactile are the modal in training of sound perception especially for hard of hearing and the deaf students. This means that if the hard of hearing students use a hearing aid, it is more potential at training of sound perception. For the deaf, still in training to feel the presence of sound. The training of sound perception undergoees to the degradation into maximizing the potential of residual hearing and vibration in deaf. For that, teachers and therapist should prioritize playing music notation as a way to increase sound perception of hearing impaired children. And, those are able to utilize perception into integration with community.
机译：可以说听力障碍导致任何人不能与他人互动。他们不理解它们周围的声音由部分或全部听力设备无法运作。教师和治疗师，特别是在学校听觉培训师，也在学校和治疗休息室进行了培训。然而，听觉感知的听觉培训倾向于第一步，一个声音识别有一个声音和没有声音。以便让听力受损的学生无聊，他们的声音看法不能尽可能地发展。它似乎在不同的目标中发展了声音感知的听觉培训。 Kinestshetic和触觉是训练声音感知的模态，特别是对于难以听到听力和聋生。这意味着，如果听力学生的艰难使用助听器，它更潜力在训练声音感知。对于聋人来说，仍然在训练中感受到声音的存在。声音感知的培训经受降解最大化聋人残留听力和振动的潜力。为此，教师和治疗师应该优先考虑音乐符号作为提高听力受损儿童的声音感知的一种方式。并且，这些能够利用与社区集成的看法。

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