Studies show that a significant proportion of deaf children (about 40%) have some kind of residual auditory experience. Sometimes they are significant and can be used in the learning process. In the process of long-term studies and exercises using ZUA, residual auditory function is activated in deaf children. At the same time, the improvement of the auditory function occurs not due to the restoration of the anatomical and physiological mechanisms of hearing, but due to the activation and development of skills in the child to use existing hearing impairments.
In connection with the loss of auditory sensations and perception in the deaf, visual sensations and perceptions acquire a special role. The visual analyzer of a deaf child becomes a leader, the main one in cognition of the surrounding world and in mastering speech. Visual sensations and perception in deaf children are not worse developed than in hearing ones, and in some cases better developed. Deaf children often notice such details and subtleties of the world that a hearing child does not pay attention to.
Hearing children are more likely than deaf children to confuse and mix similar colors – blue, purple, red, orange. Deaf children differentiate shades of colors more subtly. Drawings of deaf children contain more detail and detail than drawings of listeners. More complete are drawings from memory. Deaf children have a harder time drawing pictures that express spatial relationships. For the deaf, the analytical type of perception prevails over the synthetic.