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ПРАКТИЧЕСКОЕ ЗАНЯТИЕ ПО ТЕМЕ: SURDOPEDAGOGICS The hearing mechanism I. 1. The text you are going to read is dedicated to the hearing mechanism. What do you already know about it? If you were to deal with such topic, what would you speak about? 2. Look at the picture. Give Russian names to the parts of the ear. 3. Pay attention to the following words in the text: to detect – определять; balance – равновесие; the entire organ – внешний орган; the visible portion – видимая часть; vertebrates – позвоночные животные; to localize – определять местонахождение, находиться; sound sources – источники звука; аudition – слух; waves of pressure – воздушные потоки под давлением; to perceive – осознавать, понимать, постигать, воспринимать; ощущать, чувствовать; a cell – клетка; to amplify – расширять(ся), увеличивать(ся), усиливать(ся); medium – проводник; ear canal – ушной канал; middle ear – среднее ухо; inner ear – внутреннее ухо; hollow – пустой, полый; temporal bone – височная кость; dense – жесткий, упругий; epithelium – верхний слой кожи, эпителий; to stud – усеивать, покрывать( обычно для украшения); hair cells – клетки волоски; 1 structural protein filaments – структурные белковые нитевидные волокна; to release – облегчать, освобождать; bend over – гнуться, сгибаться, двигаться в определенном направлении; to fire – поджигать, воспламенять; зд. приводить в действие; the eighth cranial nerve – восьмой черепной нерв (предверноулитковый); to sensе balance – держать равновесие; the vestibular portion – вестибулярный аппарат; frequencies – частота звука; pinna – ушная раковина; the ear canal – слуховой ход; the ear drum – барабанная перепонка; cartilage appendage – козелок, хрящевой аппендикс; to damp – смачивать, увлажнять; ухудшать(ся); еar wax – ушная сера; glands – гланды(особые лимфатические узлы); the anterior – передний(яя часть); concave side – выгнутая сторона. II .1. Find the following English equivalents in the text: - различать звуки; - играть главную роль; - чувство равновесия; - видимая часть; - располагаться симметрично; - по обоим сторонам головы; - передвигаться по воздуху; - нервные импульсы; - возбуждение нервных клеток; - чувство равновесия; - не иметь особого влияния на слух; Use dictionary if necessary. 2. Read the text: The ear is the organ that detects sound. It not only acts as a receiver for sound, but plays a major role in the sense of balance and body position. The ear is part of the auditory system. The word "ear" may be used correctly to describe the entire organ or just the visible portion. Vertebrates have a pair of ears, placed symmetrically on opposite sides of the head. This arrangement aids in the ability to localize sound sources. 2 Audition is the scientific name for the sense of sound. Sound is a form of energy that moves through air, water, and other matter, in waves of pressure. Sound is the means of auditory communication like spoken language. Although the ear is the vertebrate sense organ that recognizes sound, it is the brain and central nervous system that "hears". Sound waves are perceived by the brain through the firing of nerve cells in the auditory portion of the central nervous system. The ear changes sound pressure waves from the outside world into a signal of nerve impulses sent to the brain. The outer part of the ear collects sound. That sound pressure is amplified through the middle portion of the ear and, in land animals, passed from the medium of air into a liquid medium. The change from air to liquid occurs because air surrounds the head and is contained in the ear canal and middle ear, but not in the inner ear. The inner ear is hollow, embedded in the temporal bone, the densest bone of the body. The hollow channels of the inner ear are filled with liquid, and contain a sensory epithelium that is studded with hair cells. The microscopic "hairs" of these cells are structural protein filaments that project out into the fluid. The hair cells are mechanoreceptors that release a chemical neurotransmitter when stimulated. Sound waves moving through fluid push the filaments; if the filaments bend over enough it causes the hair cells to fire. In this way sound waves are transformed into nerve impulses. The nerve impulses travel from the left and right ears through the eighth cranial nerve to both sides of the brain stem and up to the portion of the cerebral cortex dedicated to sound. This auditory part of the cerebral cortex is in the temporal lobe. The part of the ear that is dedicated to sensing balance and position also sends impulses through the eighth cranial nerve, the VIIIth nerve's Vestibular Portion. Those impulses are sent to the vestibular portion of the central nervous system. The human ear can generally hear sounds with frequencies between 20 Hz and 20 kHz (the audio range). The outer ear is the most external portion of the ear. The outer ear includes the pinna (also called auricle), the ear canal, and the very most superficial layer of the ear drum (also called the tympanic membrane). In humans the only visible portion of the ear is the outer ear. Although the word "ear" may properly refer to the pinna (the flesh covered cartilage appendage on either side of the head), this portion of the ear is not vital for hearing. The outer ear does help get sound (and imposes filtering), but the ear canal is very important. Unless the canal is open, hearing will be dampened. Ear wax (cerumen) is produced by glands in the skin of the outer portion of the ear canal. This outer ear canal skin is applied to cartilage; the thinner skin of the deep canal lies on the bone of the skull. Only the thicker cerumenproducing ear canal skin has hairs. The outer ear ends at the most superficial layer of the tympanic membrane. The tympanic membrane is commonly called the ear drum. The pinna helps direct sound through the ear canal to the tympanic membrane (eardrum). 3 The framework of the auricle consists of a single piece of yellow fibrocartilage with a complicated relief on the anterior, concave side and a fairly smooth configuration on the posterior, convex side. Human beings localize sound within the central nervous system, by comparing arrival-time differences and loudness from each ear, in brain circuits that are connected to both ears. This process is commonly referred to as EPS, or Echo Positioning System. III.1. Answer the questions: 1) What is an ear? Does it have any other meanings? 2) What does it act for? 3) Where are the ears located? 4) What is audition? How does it work? 5) What parts does an ear consist of? 6) Which part of the ear really “hears”? 7) Which parts of an ear are vital for hearing? 8) How does the brain help hearing? 2. Say whether the following statements are true or false: 1) Audition is the scientific name for the sense of balance. 2) The ear is the organ that detects sound. It not only acts as a receiver for sound, but plays a major role in the sense of balance and body position. 3) The ear is part of the vestibular system 4) Vertebrates have a pair of ears, placed symmetrically on opposite sides of the head. 5) The ear is the vertebrate sense organ that recognizes sound, although it is the brain and central nervous system that "hears". 6) The outer part of the ear collects sound. 7) The hollow channels of the inner ear are filled with liquid. 8) The auditory part of the cerebral cortex is in the temporal lobe. 9) The part of the ear that is dedicated to sensing balance and position sends impulses through the eighth cranial nerve. 10) The outer ear is the most external portion of the ear. 11) The outer ear helps get sound, but the ear canal is not very important. 3. Continue the sentences: 1) Audition is…. 2) The ear is…. 3) It not only … 4) The ear is part … 5) Vertebrates have … 6) Although the ear is 7) The outer part of the ear 8) The hollow channels of the inner ear 4 9) The nerve impulses 10) This auditory part of the cerebral cortex is…. 11) The part of the ear that is dedicated to … 12) The outer ear is the most external portion of the ear. 13) The outer ear … 14) The framework of the auricle consists of… 15) Human beings localize… 4. Fill in the blanks with the words from the text: The …is the organ that detects sound. It not only acts as a … for sound, but plays a major role in the … of balance and body position. The … is part of the auditory system. The word "ear" may be used correctly to describe the entire … or just the visible portion. Vertebrates have a pair of… , placed symmetrically on opposite sides of the head. This arrangement aids in the ability to localize sound… sources. Audition is the scientific name for the … of sound. Sound is a form of energy that moves through air, water, and other matter, in waves of pressure. Sound is the means of auditory communication like spoken language. Although the … is the vertebrate sense organ that recognizes sound, it is the … and central nervous system that "hears". … … are perceived by the brain through the firing of nerve cells in the … … of the central nervous system. The … changes sound pressure waves from the outside world into a signal of … impulses sent to the brain. The outer part of the … collects sound. That … … is amplified through the middle portion of the … and, in land animals, passed from the medium of air into a liquid…. The inner … is hollow, embedded in the temporal … , the densest bone of the body. The … are mechanoreceptors that release a chemical neurotransmitter when stimulated. … waves moving through fluid push the filaments; if the filaments bend over enough it causes the … to fire. In this way sound waves are transformed into … impulses. The nerve ….travel from the left and right … through the eighth cranial … to both sides of the brain stem and up to the portion of the cerebral cortex dedicated to… . This auditory part of the cerebral cortex is in the … lobe. 5. Give synonyms from the text: - one of the two parts at the sides of the head that you hear with; - the smallest part of a living structure that can operate as an independent structure; - the part of the ear that is on the outside of the head; - a part of the brain that is responsible for hearing, memory, and speech; - the nerve in the scull. 5 8. Make up one sentence with each word from ex I (3) and II (1). 9. Make up five types of questions on the text. 10. Render the text in English: Ухо — сенсорный орган у животных и человека служащий для восприятия звука. Ухо человека воспринимает звуковые волны длиной примерно 16 — 20 000 Гц (колебаний в секунду). Анатомическое ухо делится на: наружное ухо, систему среднего уха и внутреннее ухо — лабиринт, в котором различают улитку, преддверие и полукружные каналы. Улитка, наружное и среднее ухо представляют собой орган слуха, в состав которого входит не только рецепторный аппарат, но и сложная звукопроводящая система, предназначенная для доставки звуковых колебаний к рецептору — в неё входят барабанная перепонка и три миниатюрных косточки, «молоточек», «наковальня» и «стремя». Полость внутреннего уха связана с носоглоткой посредством Евстахиевой трубы, через которую выравнивается среднее давление воздуха внутри и снаружи от барабанной перепонки. При изменении внешнего давления иногда «закладывает» уши. 11. Make the written translation of the text. 12. Make a report about a) Human outer ear and culture; b) Damage to the human ear c) Outer ear trauma d) Middle ear trauma e) Inner ear trauma f) Non-vertebrate hearing organs 6 The causes of hearing loss I . 1. The text you are going to read is dedicated to the causes of hearing loss. If you were to deal with that topic, what would you speak about? 2. Pay attention to the following terms used in the text: to expose – выставлять, подвергать действию ч.-л.; approximately – примерно, приблизительно; permanent – постоянный, не изменяющийся на протяжении длительного времени; noise-induced hearing loss – потеря слуха, вызванная длительным воздействием громких звуков; to reverse – повернуть назад, обратить процесс; ear plugs and muffs – индивидуальные приспособления для снижения уровня шума; the hair cells in the inner ear – волоски внутреннего уха; ear ringing – звон в ушах; subtle high-pitched sounds – резкие высокие звуки; acoustic trauma – травма вследствие воздействия громкого звука или шума; diminished hearing – ослабленный, сниженный слух; rustle of leaves - шелест листьев; exchange rate – с переменной частотой; Industrial solvents - промышленные растворители; lead – сталь; ear canal disease – инфекции или заболевание ушного канала; to mitigate – нивелировать, делать незаметным; the chinchilla – «улитка»; to bind – вязать, связывать, завязывать. II.1. Find the following English equivalents in the text: - на рабочем месте; - то, что надо; - искажение звуков; - неразборчивые, не явные симптомы; - измерение частоты звуков; - первопричина; - нарушения слуха; - производство лакокрасочной продукции; - использование слухового аппарата. Use dictionary if necessary. 2. Read the text: Cause of Hearing Loss 7 Exposure to loud noise is the second most common cause of hearing loss. Approximately 30 million Americans are exposed to high intensity noise in their workplace, in one in 4 of these workers (or 7.5 million Americans) a permanent hearing loss will develop. Much can be done to prevent noise-induced hearing loss but little can be done to reverse it. Sometimes a single exposure to loud noise is all that is needed, a single hunting trip without ear plugs. Loud noise damages the hair cells in the inner ear and can cause hearing loss, ear ringing and distortion of sounds. The symptoms of noise induced hearing loss are subtle in the early stages. Hearing loss tends to occur first for high-pitched sounds only. Consequently, the volume of sound heard may be unchanged but the quality of it lessens. Speech may be heard but not completely understood. The presence of background noise can make speech hard to understand. Noise induced hearing loss has been reported to be accompanied by a ringing in the ears (tinnitus) in 23% of subjects. Tinnitus can often be more annoying than the hearing loss itself. Treatment of tinnitus is often unsatisfactory. There has been an association between acoustic trauma (noise induced hearing loss) and Meniere's disease which has been reported in a few research articles and text books. However, more recent literature has shown that acoustic trauma is not a causative factor. Physical measurements of the sound can determine whether it exceeds dangerous levels, and most factories have access to the necessary equipment. Radio Shack also sells a sound level meter for under $40 which will measure noise levels using the "A" Scale. (This is what the designation dBA refers to -- decibels measured in the A Scale.) However, without noise-measuring equipment, the following basic rules can be followed: #1. If it is necessary to shout to hear yourself over a noise, the level of the sound can be damaging. #2. Should ringing in the ears occur after exposure to a loud sound, damage has been done and that sound should be avoided or ear protection used in the future. #3. If diminished hearing or a sense of fullness in the ears is experienced after noise exposure, the level of that noise is damaging. There are several federal guidelines for noise exposure. The NIOSH recommended exposure limit (REL) for occupational noise exposure (85 decibels an 8-hour time-weighted average) was reevaluated using contemporary risk assessment techniques 4000-hertz (Hz) audiometric frequency in the definition of hearing impairment. The new risk assessment reaffirms support for the 85-dBA. With a 40-year lifetime exposure at the 85-dBA REL, the excess risk of developing occupational NIHL is 8%considerably lower than the 25% excess risk at the 90-dBA permissible exposure limit currently enforced by the Occupational Safety and Health Administration (OSHA) and the Mine Safety and Health Administration. Decibel Levels of Environmental Sounds Source--Dangerous Level dBA SPL Produces Pain 120-140 8 Jet Aircraft During Takeoff (at 20 130 meters) Snowmobile Tractor Without Cab 120 Rock Concert 110 Die Forging Hammer Gas Weed-Whacker 100-105 Chain Saw Pneumatic Drill Home Lawn Mowers 95 to 100 dB Semi-trailers (at 20 meters) 90 Source-- dBA SPL Discomfort Level Above 80 Heavy Traffic 80 Automobile (at 20 meters) 70 Vacuum Cleaner 65 Conversational Speech (at 1 meter) 60 Quiet Business Office 50 Residential Area at Night 40 Whisper, Rustle of Leaves 20 Rustle of Leaves 10 Threshold of Audibility 0 There are also many agents found in industry which can also damage hearing in addition to industrial noise exposure. The most common is tobacco. Industrial Solvents: The combination of solvents and noise exposure exceeds the damage produced by either also. The effect of solvents is potentiated even more by exposure to ethanol. Organic Solvents found in Industry which are ototoxic include. --Toluene: Found in paints, thinners, rubbers and in the printing industry. --Stryene: Found in plastics, rubbers, resins, insulating materials. --Carbon Disulfide: Found in the textile industry and insecticides. --Tricholoroethylene: --Xylene: Found in paint and lacquer industry Metals: -- Lead may also cause hearing loss Asphyxiants: Carbon Monoxide 9 Since there is little that can be done to treat noise induced hearing loss, prevention by avoidance of loud noises is the best course. Compressible foam ear plugs (not water plugs) and ear muffs WHEN FITTED PROPERLY can decrease the noise exposure level by over 20 dB. EAR Classic plugs have a properly fitted noise reduction rating of 29 dB. When given to subjects to fit themselves the average attenuation was found to be 17 dB. Ear plugs and ear muffs are about equally effective. Muffs cost more but can be used in patients with ear canal disease. Muffs are also hot in warm weather. For hunting, electronic plugs and muffs can be obtained which make surrounding noise louder so game can be heard, but when firing a gun they muffle the loud noise. Many people will not wear ear plugs in a noisy environment because they think it will make it more difficult to hear others talking. Actually the reverse is true. Ear plugs reduce noise most efficiently in the low frequencies, below the speech range. This will increase the signal to noise ratio of the speech and makes it more easily heard. New research indicates that several types of drugs when taken before or immediately after noise exposure may mitigate the damage to the inner ear. These drugs fall into three categories: Anti-oxidants: These drugs may be protective based on the theory that one of the mechanisms in noise inducted hearing loss is the generation of free oxygen radicals. Vitamin E given at 10mg/kg/day to 40mg/kg/day in the guinea pig was protective. ; Acetyl-L carnitine a mitrochondrial stabilizer for damage induced by free oxygen radicals, and N-L-acetylcysteine an antioxidant, has been shown to mitigate noise induced hearing loss in the chinchilla. Glutathione is an antioxadant which has been shown to reduce the damage of noise exposure. Researchers have also found that noise induced hearing loss is characterized by a glutathione deficiency state and increase glutathione levels may be protective. Glutathione monoethylester and in combination with R-N6phenylisopropyladenosine has also been studied in the chinchilla and has been found to be protective. Glutamate Receptor Antagonist: These drugs may be protective based on the theory that one of the mechanisms in noise induced hearing loss is the generation of Glutamate which binds to post-synaptic glutamate receptors which leads to degeneration of the neurons. Investigated drugs include: caroverine; carbamathione Neurotrophins: There is also evidence that neurotrophins (neurotrophin-3) may also be protective. Remember the most common outcome to noise exposure is a permanent hearing loss. When this occurs the only effective treatment is the use of hearing aids. This is why prevention by avoiding loud noises and wearing ear protectors is so important. III.1. Answer the questions: 1. What noises are dangerous? 2. What is the main way to prevent hearing loss? 10 3. What treatment for hearing loss is the most common? 4. What industries are the most dangerous from the point of view of hearing loss? 5. How medicines affect hearing? Which of them are harmful? 2. Say whether the following statements are true or false: 1) Hearing loss is a very frequent disease in the United States. 2) Exposure to loud noise is the most common cause of hearing loss. 3) Noise induced hearing loss has been reported to be accompanied by a ringing in the ears. 4) Physical measurements of the sound can determine whether it exceeds dangerous levels, and most factories have access to the necessary equipment. 5) If diminished hearing or a sense of fullness in the ears is experienced after noise exposure, the level of that noise is not damaging. 6) There are also many agents found in industry which can also damage hearing in addition to industrial noise exposure. 7) The most common cause for hearing loss is tobacco. 8) The effect of solvents is potentiated even more by exposure to ethanol. 9) Compressible foam ear plugs (not water plugs) and ear muffs WHEN FITTED PROPERLY can decrease the noise exposure level by over 20 dB. 10) Ear plugs reduce noise most efficiently in the low frequencies, below the speech range. 11) New research indicates that several types of drugs when taken before or immediately after noise exposure may mitigate the damage to the inner ear. 3. Continue the sentences: 1) Exposure to loud noise …. 2) Noise induced hearing loss …. 3) Physical measurements of … 4) If diminished hearing … 5) There are also… 6) The most common … 7) The effect of solvents … 8) Compressible foam ear plugs … 9) Ear plugs … 10) New research indicates that … 4. Fill in the blanks with the words from the text: Exposure to loud … the second most common …of hearing loss. Approximately 30 million Americans are …to high intensity … in their workplace, in one in 4 of these workers (or 7.5 million Americans) a permanent … loss will develop. Much can be done to prevent noise-induced hearing … but little can be done to … it. Sometimes a single … to loud … is all that is needed, a single hunting trip without ear…. Loud … damages the hair cells in the inner … 11 and can cause … loss, … ringing and distortion of sounds. The symptoms of … induced hearing …are subtle in the early stages. Hearing … tends to occur first for high-pitched sounds only. Consequently, the volume of sound heard may be unchanged but the quality of it lessens. Speech may be heard but not completely understood. The presence of background … can make speech hard to understand. Noise induced … has been reported to be accompanied by a ringing in the ears (tinnitus) in 23% of subjects. Tinnitus can often be more annoying than the … itself. Treatment of tinnitus is often unsatisfactory. There has been an association between acoustic trauma (noise induced… ) and Meniere's disease which has been reported in a few research articles and text books. However, more recent literature has shown that .. … is not a causative factor. 5. Give synonyms from the text: - a small piece of equipment that someone wears in the ear to help to hear; - disability to hear sounds; - two parts of the body to the sides of the head that help to hear; - the trauma related to high level sounds or music; - a tube of fur or thick cloth which you put into the ears to protect them from sound damage. 8. Make up one sentence with each word from ex I (2) and II (1). 9. Make up five types of questions on the text. 10. Render the text in English: Taк как лечение потери слуха, вызванной длительным воздействием громких звуков практически не поддается лечению, лучше всего избегать их. Индивидуальные приспособления для снижения уровня шума (не для плавания), сделанные из специальной пены, могут снизить уровень шума до 20 dB, если они правильно установлены; тогда как классические индивидуальные приспособления для снижения уровня шума понижают его до 29 dB. Все приспособления для снижения уровня шума действуют примерно одинаково, однако те, которые сделаны из специальной пены, стоят дороже и сильно нагреваются при высокой температуре, но также могут быть использованы пациентами с заболеваниями ушного канала. Например, во время охоты могут быть использованы электронные индивидуальные приспособления для снижения уровня шума, которые поглощают шум именно от выстрелов, в то время как остальные окружающие звуки слышны. Большинство людей отказываются от использования индивидуальных приспособлений для снижения уровня шума, так как считают, что они могут затруднить восприятие речи окружающих людей, но на самом деле это не так, потому что редукции подвергаются только звуки, находящиеся в диапазоне ниже человеческой речи. Исследования отмечают, что также при приеме некоторых групп медикаментов сразу после воздействия высокого уровня шума или незадолго 12 до этого могут нивелировать негативное действие или повреждение внутреннего уха. Это касается следующих групп препаратов: антиоксидантов, антагонистов глютамина рецепторов и нейротрофинов. Важно помнить, что основным и самым распространенным следствием воздействия высокого уровня шума является полная потеря слуха. В таком случае единственным возможным лечением может быть использование слухового аппарата. В связи с этим следует отметить, что профилактика и по возможности избегание негативного воздействия высокого уровня шума и использование индивидуальных устройств для снижения уровня шума жизненно важно. 11. Make the written translation of the text. 12. Comment on the Quotations *"Blindness cuts you off from things; deafness cuts you off from people." — Helen Keller *"What matters deafness of the ear, when the mind hears. The one true deafness, the incurable deafness, is that of the mind." — Victor Hugo *"Deaf people can do anything except hear." — I. King Jordan 13. Make a report about a)Audism, discrimination against Deaf and hard-of-hearing people b)Auditory brainstem response (ABR) test c)Closed captioning d) Deaf culture e) Hearing loss with craniofacial syndromes f) Models of deafness for a comparison of the medical, disability and cultural models of deafness. g) Post-lingual hearing impairment h) Pre-lingual deafness i) Tinnitus j)Unilateral hearing loss k) the influence of genetics and medications on hearing 14. Read the article “Guarding against hearing loss”. Make the summary of the general advice. Guarding against hearing loss Simple precautions can protect ears of music lovers 13 From Neil Curry CNN Thursday, March 18, 2004 Posted: 4:09 PM EST (2109 GMT) (CNN) -- If you've ever experienced ringing in your ears after a night of clubbing or attending a gig, tune in now. There are simple measures you can take to avoid permanent hearing damage. People love music, and many people love it loud. But whether you're a performer or promoter, roadie or fan, if you want to continue enjoying music, you need to protect your hearing. "Once the hearing's been damaged due to noise, there's no remedy at all," said professor Mark Lutman, an audiology expert at the University of Southampton in England. "Once the hair cells in the inner ear are damaged, they never recover. There's no mechanism for replacement or recovery, so the hearing loss is there for life." London-based charity Royal National Institute for the Deaf conducted a study on hearing damage caused by music and launched a campaign called "Don't Lose the Music," aimed at educating fans on how to protect their hearing while enjoying music. RNID has lobbied fans at music festivals and offered earplugs to clubbers jetting off to dance meccas such as Ibiza, Spain. The group's top tips for hearing loss prevention include standing away from speakers, taking regular breaks from the music in quieter areas of the venue and using proper earplugs, rather than makeshift toilet tissue plugs. "Three out of four people who go clubbing regularly experience the signs of permanent hearing damage and that's a great concern for future young people," said Brian Dow, of RNID. Warning signs DJ Louis Millichamp suffers from tinnitus, or ringing in the ears. "It's there 24 hours a day. It's [there] when everything gets quiet and there's no noise around," Millichamp said. He had been DJ-ing for about seven years when he first started noticing a slight ringing in the ears -- the kind of ringing people may experience coming out of a nightclub after sitting too close to a speaker. It took Millichamp a while to realize he had a problem and that it was tied to loud music. That response is not unusual, according to Dow. "The research showed that the majority of people were not aware that ringing in the ears can be a sign of permanent hearing damage, and that's a concern because it's often experienced by people who are going [to gigs or clubs] regularly," Dow said. 14 More than a reduction in volume, the effect of noise on hearing is a reduction in clarity, Professor Lutman said. Patients with hearing loss due to noise often report that they have more difficulty than they used to hearing against background noise. "So, for example, if they are in a pub, and there's a lot of people talking in the background, they may miss out on conversation when their friends are able to follow it," Lutman said. Taking precautions Many nightclubs will pump out music at around 100 decibels -- a level similar to having workmen drilling right next to you. Hearing damage can occur at a mere 85 decibels. Turning down the volume would seem to be the simplest solution. But it's not that simple, according to Rob Barton. Barton is the production manager at Egg Nightclub in London. "People come to clubs to listen to their favorite music and hear it as they've never heard it before. ... They come to a club to hear it on a big loud sound system with lots of flashing lights and have an experience that they don't normally get," Barton said. So the music is loud, but the Egg takes measures to protect both clubbers and staff. The venue is designed so that customers can see upon entry quieter areas they may want to take a break in later. They also have signs warning people that they're entering high decibel areas and letting them know where to get earplugs. Part of the problem, Lutman said, is that young people minimize the warning signs of hearing damage. "Young people tend to push risk aside quite readily, and as we all know, many people go to nightclubs and don't protect their hearing." Tinnitus sufferer Millichamp urges music lovers to wear earplugs. "It's not very attractive, and they do reduce the noise, but it's better than having a constant noise 24 hours a day," he said. Dow agrees that simple precautions are the best defense. "Keep going to clubs, go to festivals, enjoy music. That is what it's there for," he said. "But when you are doing that, take some sensible steps. Don't expose yourself to long-term hearing damage because if you do that, pretty soon you're not going to enjoy the very things that you love." Speech and language development of the deaf 1. You are going to read the text “Speech and language development of the deaf”. What do you know about this handicap? What teaching difficulties do such children present? 15 2. Pay attention to the following words and word combinations used in the text: speech habits - речевые навыки; environment - среда, окружение; «the deaf and dumb» - глухонемые; to lisp – шепелявить; to verbalize - выражать словами; bright child - способный ребенок; average child - ребенок средних способностей, обычный; severe or profound hearing losses - большая или глубокая потеря слуха; remnants of hearing - остатки слуха; tactile sense - чувство осязания; hearing aids - слуховая аппаратура; clinical entity - пациент, рассмотрение ребенка как клинического больного; acquired fluency of speech - приобретенная беглость речи; congenitally deaf child - глухой от рождения; the establishment of speech patterns - овладение речевыми навыками; to acquire deafness – оглохнуть; residual hearing - остаточный слух; to suffer from - страдать от ч-л.; infectious diseases - инфекционные заболевания; accident - несчастный случай; significant hearing loss - значительная потеря слуха; profoundly deaf - совершенно глухой; varying degrees - разные степени (глухоты); to a great advantage - с большой пользой; educational treatment - медико-педагогическое воздействие; ability – способность; to conserve – сохранить. II.1 Find English equivalents in the text to the following: - свидетельство справедливости этого принципа; - стандарт речи; - взаимосвязь между словарным запасом и интеллектом; - средства выражения; -отставание в обучении; -полная глухота; -курс обучения; -полное отсутствие опыта; -базовые навыки владения языком . 16 2. Read the text. SPEECH AND LANGUAGE DEVELOPMENT OF THE DEAF Speech habits are not instinctive, they are acquired. The evidence of the truth of this principle is the fact that children develop the particular language used in their home environment, irrespective of nationality background. Thus, if a child born of parents who speak French is brought up in an English-speaking home, he will speak English. Another evidence is the fact that children who are totally deaf from birth do not learn to speak because they do not hear. The so-called «deaf and dumb» are only deaf. This principle is significant for teachers. Frequently, a child lisps because his mother, an older brother, or a sister does. Children learn that standard of speech which is spoken at home. This does not mean, of course, that speech habits cannot be modified at school. Speech develops more slowly in boys than girls. Boys begin to speak about the fifteenth month, girls about the fourteenth. Similarly, speech defects are more prevalent in boys than is girls. In society today, ability to verbalize is considered to be an index of intellectual ability. Studies show a relationship between intelligence and vocabulary. The bright child uses and recognizes more words than does the average child. In general, the amount and kind of a child's vocabulary are indexes at any age level of intelligence. A bright child surpasses the average or subnormal child in amount of speech and length of sentences. Language is developed first as an oral then as a written means of expression. Speech and language come slowly to the deaf child because of his hearing handicap. The slow process of acquiring language means a great retardation in education. The child is dependent upon his teacher for the very thinking-language process. Deafness imposes a barrier to comprehension. Emotional development of the deaf and hard of hearing child is also effected by this barrier to comprehension. Children with severe or profound hearing losses depend not only on the remnants of their hearing to gain knowledge of language and speech, but also on their visual, tactile and kinesthetic senses. The use of powerful hearing aids has initiated a new era in their education. The pedagogic classification of the deaf and hard of hearing child and his educational development is of even more vital importance than his consideration as a clinical entity. This classification is dependent on: a) the age of the child, b) degree of defective hearing, c) acquired fluency of speech. 17 There are two types of deaf children. One type is a congenitally deaf child who has never heard speech. The other type is one who has acquired a hearing defect after the establishment of speech. There are also two types of acquired deafness in children. First, the child who has acquired deafness before he has sensed fluent speech. The other, the child who has acquired deafness after fluency of speech has been established. The first type of children with total deafness which has come in before speech has been developed is to follow the same course of training as the congenitally deaf who has never heard speech. The child who has acquired deafness before the age of 3 years may be placed in the same class for training as the child who has never heard speech. It is interesting to note that a large percentage (30%) of children with biological congenital deafness also have sufficient residual hearing that may be used as a nucleus for re-education. The other type of child who has acquired deafness after development of speech is one who has suffered from infectious diseases such as meningitis, influenza etc. Children in the first of these groups present the most serious educational problems due to their total lack of experience with natural speech or language. Children in the second group have a foundation of language usage and of natural speech upon which education must be helpful to them. III.1.Answer the questions: a. b. c. d. e. What are the evidences of the fact that speech habits are acquired? What is the difference between boys’ and girls’ speech development? What problems does slow speech development cause? What is taken into consideration in the classification of the deaf? Why do congenitally deaf children present the most serious educational problems? 2.Make the plan of the text. Here are the titles in the wrong order. Make the order correct: a. intelligence and vocabulary b.types of death children c. development of speech habits d. the principles of the classification of the deaf 3. Say whether the following statements are true or false: a. Speech habits are not instinctive. b. Children who are totally deaf from the birth can learn to speak. 18 c. Children with profound hearing losses depend only on the remnants of their hearing to gain knowledge. d. The pedagogic classification of the deaf is not based on the reasons of deafness. e. Children who have acquired deafness before the age of 3 years may be placed in the same class with the partially deaf. 4. Give synonyms from the text: -important -to change -researches -to influence -to start -to get -a base - children with total deafness 5. Make up ten sentences with words from ex I (2) and II(1). 6. Make up five types of questions to the text. 7. Fill the blanks with the words from the text: a. b. c. d. e. f. g. Children who are … … from birth do not learn to speak. This classification is … for teachers. … develops slower in boys than in girls. The bright child … and … more words than does the average child. The use of powerful … … has initiated a new era of education. Deaf children present serious … … . Children in the second group have a foundation of … … . 8. Render the text in English: Речь не является врожденным навыком, она приобретается в процессе развития. Например, ребенок, рожденный от русских родителей, но выросший во франкоговорящей среде, будет свободно говорить пофранцузски, но не будет знать русского языка. Дети усваивают тот образец речи, который слышат дома, однако речевые навыки могут быть усовершенствованы в школе. Навыки устной речи быстрее развиваются у девочек, чем у мальчиков. Сначала развивается устная речь, а затем письменная. Способность выражать устно свои мысли является показателем развития интеллекта. Научные исследования показывают взаимосвязь между уровнем 19 интеллекта и шириной словарного запаса. Способные дети используют больше слов, чем дети со средними способностями. 9. Translate the text into Russian in writing. 10. Read the article about Laurent Clerk and make a report about any other outstanding people in surdopedagogics. Laurent Clerk: American Pioneer Deaf Teacher Laurent Clerk was one of the most influential in the American deaf. He was born on Dec.26, 1785 in south eastern France. When little Laurent was about a year old somehow he fell into the fireplace and was extremely burnt on his right cheek. When Clerk recovered from the fever which followed, it was discovered that he was deaf and lost the sense of smell. It seemed Laurent could never expect to follow his father in the office or learn to read or write. For most deaf children in those days were unable to get any education. When Clark was 12 years old in 1797, his uncle took him to Paris to the Royal Institution for the Deaf. Clerk proved to be a hard working student. Besides his school subjects, he learned drawing and painting. After only eight years as a pupil, Clerk was chosen to be a teacher. In 1816 Clerk began to teach the highest class in the school. Once Clerk agreed to come to America for three years to help to organize a new school, to be its first experienced teacher and to teach others how to teach the deaf. Clerk`s education, culture and seriousness of purpose quickly won the interest of people. In 1818 Laurent Clerk was married to Miss Eliza Boardman, who had been one of the early students of the school. She lost her hearing at about the age of three, but had some speech. Attractive, intelligent and of graceful manners, Mrs. Clerk was a good reason for her husband to spend the rest of his life in America. The Clerks had six children, all with normal hearing. During the rest of his life he made only visits to France. Schools for the deaf had been established in many states by 1850. Clerk`s last years were spent peacefully.. He enjoyed visiting the library reading rooms, meeting his friends and keeping an interest in schools. He passed away on July 18, 1869 at the age of 84. The deaf people of America are still thankful to Clerk as the man they couldn`t have succeeded without. They follow Clerk`s teaching: to stand on their own, to solve their problems in a realistic manner and never to feel sorry for themselves. Perhaps, the most important of all, he brought us the sigh language – a beautiful, expressive and fascinating way of communication. Deaf people raised a beautiful memorial to Laurent Clerk, but his best monument is in the hearts of the deaf of America. 20 Hard of hearing children I. 1. You are going to read the text about hard of hearing children. Why do people lose hearing? What can help a hard of hearing child to study? 2. Pay attention at the following words and word combinations used in the text: hearing loss - потеря слуха; hearing aid - слуховой аппарат; auditory training - тренировка слуха; lipreading - считывание с губ; guidance – руководство (советы); background – подготовка; to be considered - быть принятым во внимание; hearing loss - потеря слуха; hearing aid - слуховой аппарат; to be avoided - быть исключённым ; handicapped child - отсталый ребёнок; II. 1. Find English equivalents in the text to the following: - термин был заимствован; речевой опыт; независимо от типа и степени нарушения; реабилитационная программа; восприятие речи; особое внимание и контроль; обязанность учителя; ненужное внимание; 2. Read the text: THE HARD OF HEARING Until the early 1900's everybody with a hearing loss was classified as «deaf». The term «hard of hearing» has been adopted from the German expression «Schwerhorigkeit». The hard of hearing is sometimes called «the partially deaf», «deafened» or «partially hearing». In school practice the fundamental difference between «the deaf» and the «hard of hearing» is established by the amount of speech and language they possessed, established before the onset of the hearing handicap. The hard of hearing child has a distinct advantage over the deaf child in having some experience with speech and language. Regardless of the type and degree of his impairment, the hard of hearing person must learn to listen attentively if he wishes to learn to hear properly again. 21 The use of a hearing aid is fundamental to any program of re-education people with residual hearing. The hard of hearing are provided with a rehabilitation program including auditory training, lipreading. The hard of hearing children are expected to use the combined sense of hearing and sight in the perception of speech as they are instructed in lipreading and auditory training. In almost all classes for hard of hearing children there are pupils of varying degrees of intelligence and language backgrounds. The academic group is composed of those who wish to continue through high school. The vocational group is for those who wish to go work soon after they have reached the limit of the compulsory school program. Children with slight loss of hearing can sometimes study at a usual school, but they always need special attention and supervision. Guidance for class teachers and others on the proper treatment of children with defective hearing at school. 1. Place the child so that he or she can hear what is said in class by the teacher and by the other children. There are, therefore, two factors to be considered. It is by no means certain that the front desk will be the most suitable - unless the degree of hearing loss is such that the child would otherwise be unable to hear what is said from the teacher's desk. The second or third desk in a row by the window would in most cases be suitable. 2. Place the child so that he or she can see what is said during the periods. If the child sits at the second or third desk in the row by the window the light will fall on the teacher's and the other children's mouths and he will be able to lip-read. 3. Turn your head whenever possible so that the child can see your mouth. This is particularly important when telling a story or dictating or when asking questions. In mental arithmetic it is essential. 4. Always speak clearly, but if the child is using a hearing aid be careful not to speak above the normal level. Shouting must be absolutely avoided, for this is unbearable to anyone using a hearing aid. 5. It is the class teacher's duty to tell other children in the class of the difficulties of a hearing handicapped child. Other teachers who take the class should also be told. 6. Contact with the handicapped child's home is always desirable. 7. A child with impaired hearing may require to be treated in the same way as other children and not be shown unnecessary attention or consideration. What a hearing handicapped child wants above all else is to be like others. III. 1. Answer the questions: a. What is the advantage of hard of hearing children over the deaf? b. What does the rehabilitation program include? 22 c. What senses do the hard of hearing use in perception of speech? d. What must be taken into consideration when choosing a place for a child with defective hearing? e. What is important when speaking to a hard of hearing child? f. What are pedagogical aspects of teaching the hard of hearing? 2. Say whether the following statements are true or false: a. In school practice there is no difference between the deaf and the hard of hearing. b. The use of a hearing aid is very important in any rehabilitation program. c. Lipreading is not usually included in a rehabilitation program. d. Teachers must always speak above the normal level. e. It is very important to contact with child’s family. f. The hard of hearing don’t like to be like others. 3. Give synonyms from the text to the following words: - important - to have - understanding - control - very loud speech - problems - to inform 4. Make up sentences with words from ex. I (2) and II(1). 5. Make up five types of questions to the text. 6. Fill the blanks with the words from the text: a. b. c. d. e. f. The hard of hearing child has a … … in having speech experience. The use of a … … is very important in any rehabilitation program. The rehabilitation program includes … … and…. . In … of … they use both sense of hearing and sight. Teachers must always speak … . Children with …. hearing want to be like others. 8. Render the text in English: Важное различие между слабослышащими и глухими детьми состоит в том, что у слабослышащих детей есть речевые навыки. Реабилитационная 23 программа для слабослышащих детей обычно включает обучение чтению с губ, тренировку слуха и использование слуховой аппаратуры. При восприятии речи слабослышащие дети используют чувства слуха и зрения. Дети с небольшой потерей слуха могут обучаться в обычной школе, но им нужно особое внимание. Важно правильно выбрать место для такого ребенка в классе. Он должен хорошо видеть и слышать учителя и других учеников. Дети с нарушениями не любят ненужного внимания и хотят быть как другие дети. 9. Translate the text into Russian in writing. 10.Think of some additions to the guidance for teachers. I. Lip reading 1.You are going to read the text about lip reading. What is it? What people use this method? 2. Pay attention to the following words and word combinations used in the text: Lip reading or speech reading - чтение с губ; by watching the movements - наблюдая движения; facial muscles - мускулы лица; careful enunciation - правильное и тщательное произношение ; teeth and jaw - зубы и челюсть; vision – зрение; sight – зрение; reception of speech - восприятие речи; to be visible on - быть заметным; kinesthetic method - кинестетический метод; to imitate – подражать; sense of touch - чувство осязания; to reproduce – воспроизводить; continuous repetition - постоянное повторение; to average - доходить в среднем; a substitute for hearing - замена слуха; hearing handicapped - с недостатком слуха; a legitimate part of - основная часть; adults – взрослые; readily – охотно; to acquire more skill - получать большие навыки. 24 II. 1. Find English equivalents in the text to the following: - подготовительный этап к любой языковой работе способность понимать звучащие слова артикуляция звуков поток речи вибрация и давление шестое чувство систематическое обучение основной инструмент 2. Read the text: LIPREADING The deaf child as well as the hard of hearing represents an educational problem involving the teaching of speech, language, and lip reading (it is sometimes called speech-reading). The most important element involved in the education of deaf is lip reading, since they cannot hear the spoken words. Lip reading is preparatory step to all language work and it is quite independent of speech development. The words learned in speech-reading must be associated with printed and written words and thus reading and writing are developed. Lip reading is the ability to understand spoken words and sentences by watching the movements of lips and other facial muscles without hearing the speaker's voice. It is important to speak naturally. Lip reading is made evident not only by the articulation of sounds, but also by the movements of the lips, tongue, muscles of the face, by the positions of the teeth and jaw. Speech-reading is dependent upon vision. Reception of speech can take place only when speaker and listener are quite close to each other so that the eyes may focus upon the speaker's face and the lip-reader is required to derive meaning from the partial clues he observes. The stream of speech is made up of a series of consonants and vowels placed in well coordinated syllables. Some of the consonant sounds such as k, g, and are not visible on the lips because they are produced within the mouth cavity. There is a kinesthetic method of teaching lip reading which consists in the following: the child must not only imitate the lip movement of the teacher but must use the sense of touch as well as that of sight. The pupil places his hand on the teacher's throat as a word is pronounced, then places it upon his own as he attempts to say the required word. The child must get the «feel» of the vibration and pressure felt by the hand when it is placed upon the jaw, the throat or the lips of the teacher. He is made to realize that the movements he feels must be reproduced, as well as lip movements that he sees. It demands consistent and continuous repetition. Lip reading is recommended to all school children whose hearing loss averages 20 db or more in the better ear. 25 Lip reading is possibly a sixth sense and it can be looked upon as a substitute for hearing only in the case of the totally deaf. For all partially deaf it can and should act as support to hearing and is universally helpful to those handicapped in hearing and its systematic teaching is a legitimate part of the special educational curriculum of all ages. A few can learn to lip-read in a year or two but for the majority a longer period of practice is needed and practice day in and day out, on every type of mouth. Success in learning lip reading varies. Children learn more readily than adults. Women acquire more skill and learn more quickly than men. Methods used in lip reading changed in the last 50 years. It has started from the Alphabet system and has gone through syllables and words to the «whole thought» method. The wider use of hearing aids has not changed the need of lip reading. Lip reading remains a basic tool in the communicative process for all deaf and hard of hearing people. 2. Answer the questions: a. Why is lip reading so important in rehabilitation of deaf children? b. What does the kinesthetic method consist of? c. What is important for perception of speech in lip reading? d. Can a person learn to lip-read in a short period? e. What changed in the method of lip reading in the last 50years? 3. Make up the plan of the text. 4. Say if the following statements are true or false: a. b. c. d. e. f. Lip reading depends on speech development. The person can lip-read only if the speaker is quite close to him. Some sounds cannot be lip-read. Lip reading is recommended only to totally deaf children. A person can learn to lip-read in a month or two. Methods used in lip reading didn’t change in the last 50 years. 5. Give synonyms from the text to the following words: - to include to perceive to repeat to understand help method 6. Make up sentences with words from ex. I (2,3). 7. Make up five types of questions to the text. 26 8. Fill the blanks with the words from the text: a. Lip reading is very important in education of the deaf as they cannot hear the … … . b. Lip reading is the … to understand spoken words without hearing the speaker’s voice. c. The child must … the lip movements of the teacher. d. Lip reading can be a … for hearing for the deaf. e. Children learn more … than adults. f. Lip reading is a … … in the communicative process. 9. Render in English: Чтение с губ является важной частью обучения глухих и слабослышащих детей. Для восприятия звучащей речи необходимо, чтобы говорящий и слушающий находились близко друг к другу. Для чтения с губ важна не только артикуляция звуков, но и движения лицевых мышц, языка и губ, положения челюсти и зубов. Обучение чтению с губ рекомендуется всем детям с потерей слуха. Для слабослышащих чтение с губ может быть поддержкой слуха, а для глухих является его заменой. Обучение чтению с губ – это долгий процесс включающий постоянное повторение. Широкое использование слуховых аппаратов не повлияло на важность этого метода для обучения глухих и слабослышащих. 10.Translate the text into Russian in writing. 11. Make a report about other methods of teaching the deaf and hard of hearing. Problems of social adaptation of the deaf I. 1. You are going to read the text about problems of social adaptation of the deaf. What are these problems? Who and how can help them? 2. Pay attention to the following words and word combinations used in the text: complaint – жалоба; isolate – изолировать; empathy – сопереживание; acquiring – овладение; equals - равные; irreversible – необратимый; upset - нарушать, расстраивать, выводить из душевного равновесия; 27 be inclined to - быть склонным к, подвергаться ; temporary - временный ; relief – облегчение; grief – горе; identification - отождествление, установление, определение ; embrace - охватывать, включать; pain – боль; benefit – польза. II. 1. Find English equivalents in the text to the following: - чувство близости между людьми; обмен информацией и чувствами; попытка разобраться с проблемами родителей; точный диагноз; ставить диагноз; ранняя диагностика и реабилитация; адекватно. 2. Read the text: PROBLEMS OF SOCIAL ADAPTATION OF THE DEAF AND THEIR IMPACT IN FAMILIES One of the main complaints of deaf children and adults is the isolation they feel from their families and community. Such complaints are no less frequent from deaf people educated in traditional oral programs. We shall demonstrate why the many hours spent acquiring an oral technique do not necessarily establish feelings of closeness between human beings. Closeness comes from exchanges of information and feelings: in short, from understanding and empathy. But without adequate language, we cannot do these things. This is why deaf people are isolated. They grow in silence, but they must not grow alone. For centuries, the deaf have been one of nature's "experiments" on the effects of cultural isolation. But for all its years, this "experiment" has resulted in little to bring the deaf into the mainstream as equals. The results, when examined honestly, are not encouraging. By early appropriate intervention at the social and educational level today and tomorrow, the deaf child and his family must not continue to be strangers in the same house. There are practically no professionals who are prepared or who will attempt to deal with the parents' primary need: to discuss, ventilate and understand their feelings toward their deaf child. It is not uncommon for the busy physician or audiologist to feel that his responsibility has been fulfilled once he has established the diagnosis of irreversible deafness. This is only the beginning of the time of parents' greatest need. When parents have been informed that their child is deaf, the feelings of grief following definite diagnosis must be acknowledged. What actually happens in 28 individual cases after deafness is diagnosed depends upon whom the parent gets for counseling and the age of the child when the advice is given. It has been almost universally recognized that the early identification and rehabilitation of the deaf child bring the best results. The principal problem lies in the nature of the rehabilitation recommended. The most common advice is the use of early amplification and instruction in oral speech and lipreading. Once having discovered their child's deafness, parents naturally wish to help the child have what they believe will be a "normal" life. If they are led to believe that methods exist to do so, will eagerly embrace and support them. It is not until too late that the parents come to another painful realizations teaching speech and speech-reading alone will not develop adequate language comprehension. It is a universal observation of those who have constructed programs for special groups of young disabled children that unless the parents' emotional needs are adequately dealt with, the programs themselves have limited benefit for the children. III. 1.Answer the questions: a. b. c. d. What brings the feeling of closeness between people? Why do deaf people feel isolated? What do parents feel when they are told that their child is deaf? What is the most common advice for the parents? 2. Make up the plan of the text. 3. Say if these statements are true or false: a. There are specialists who are prepared to deal with parents’ primary needs. b. The deaf child and his family are often strangers in the same house. c. Early rehabilitation brings the best results. d. Deaf people often feel isolated from the community. e. The rehabilitation programs can be beneficial for children even when the parents’ needs are not dealt with. 4. Give synonyms from the text to the following words: - loneliness - to show - to try - to tell - usual - to want - small 29 5. Make up sentences with words from ex. I (2) and II(1). 6. Make up five types of questions to the text. 7. Fill the blanks with the words from the text: a. Isolation is one of the main …. of deaf people. b. Closeness between people comes from …. and …. . c. There are practically no … who can help parents to … … their primary needs. d. … … and … bring the best results. e. Specialists … programs for handicapped children. f. Parents ….. to help their hard of hearing children not to feel isolated. 8. Render in English: Социальная изоляция - это одна из основных проблем людей с ограниченными возможностями. Чувство близости между людьми возникает из понимания и сопереживания. Однако для людей с ограниченными возможностями барьер в общении часто становится барьером для понимания. К сожалению, специалисты к которым обращаются родители детей с нарушениями, часто бывают слишком заняты, чтобы заниматься их эмоциональными и психологическими проблемами. Но, согласно исследованиям, реабилитационные программы часто приносят мало пользы, если не решены эмоциональные проблемы внутри семьи. 9. Translate the text into Russian in writing. 10.Make a report about methods which help handicapped people to overcome isolation. 30