« Surdité profonde, conséquences et prise en charge : Cas des enfants souffrant de surdi-mutité à Yaoundé et référés au Centre Benoit Afrique Auditions-Cameroun dans l’arrondissement de Yaoundé IIIe »

Abstract

Deafness is the most common neurosensoral weakness in man. Its origin is diversed – congenital (hereditary causes) or acquired (toxic medication, meningitis, neonatal reanimation, exposure to very high noise above 60 HL). It is difficult to identify its etiology. Considering individual consequences, there are high chances that the individual victim may be socially excluded. Specialised education offers us the possibility through remediation of this work, to question this handicap. This question is not focused only on having a full knowledge of the said handicap, but also to study the conditions leading to the solution to the problem of people living with this handicap in general, and children leaving with serious deafness in particular. Re-education focuses on the psychopedagogy and psychopathology (the clinic). The problem is to let them acquire the language and also the cognition in children with special needs – in their proper realisation looking at their humanisation which poses the problem of efficiency and the ability of re-education. To solve it we have proposed a method of control of children suffering from serious deafness, in relation to their level of auditory loss, as well as their loss type, without forgetting their character (unilateral or bilateral). It is also important to determine the appropriate pedagogic methods for good remediation. In effect, the main aim of re-education is their auto-realisation. In this light, our research is geared towards experimenting analytic and clinical-type research action. In the main specialised areas we have carried out research on educative and clinical levels. - Educative plan at ESEDA - Clinical plan in private health centres of ORL, of Speech Therapy and in Benoit Afrique Auditions-Cameroun Centre for functional exploration. This research shows the necessity of a good knowledge of children suffering from deafness in general and serious deafness in particular. It also important to individualise the control programme. What a specialised educator needs is knowledge of the equipment, initiation to audiology (audiometric tonality in aerial and bone conduction) in the calculation of the level of auditory loss, and in the interpretation of an audiogramme. Once all these conditions are met, the specialised educator can carry out a study on the sample population especially on children suffering from severe deafness.