home Computers Features of the process of teaching children with hearing impairments. Report on the topic "psychological characteristics of teaching children with hearing impairment"

Features of the process of teaching children with hearing impairments. Report on the topic "psychological characteristics of teaching children with hearing impairment"

Deaf education, as a science, has gone through many stages in the development of the theory and practice of upbringing and teaching children with hearing impairments. For many centuries, society has accumulated information about the origin of hearing impairment, the developmental characteristics of the deaf, the ways and methods of teaching them. The problems of training and education of persons with hearing impairment originate from ancient times, but are still relevant today. It is advisable to consider the problems that arose at the stages of the formation and development of deaf education in order, firstly, to find out how the attitude towards deafness and deaf people in society changed, and secondly, what methods of teaching and upbringing people with hearing impairments were undertaken by scientists-deaf teachers of different periods thirdly, knowledge of the history of deaf education contributes to a better understanding of its contemporary problems.

To analyze how the problem of teaching and upbringing of children with hearing impairment has changed at various stages of the formation and development of a deaf teacher, let us turn to Table 1 (see Appendix).

An analysis of the historically established approaches to the education and training of the deaf and hearing impaired allows us to reveal that at different historical stages of the development of deaf pedagogy, the attitude towards people with hearing impairment, and in general towards deafness, has changed. Interest in deafness as a disease, as well as the development of deafness theory and practice, began in the Renaissance. The further development of deaf-pedagogical thought was characterized by the emergence in different countries of methods of teaching and upbringing of deaf children, such as the "mimic method", "pure oral method", "mixed method" and others. In the second half of the 18th century, schools were opened, in which the efforts of teachers were aimed at defining the tasks of upbringing, identifying the possibilities of the deaf in learning, mental and moral development. Thus, individual learning was replaced by collective learning.

In the second half of the 18th century, the first schools were created in England, Germany, Austria, France, and in Russia, after the charity institutions where the deaf were sent, orphanages began to appear, in which a system of shelter education for deaf children took shape. Mimic and oral teaching systems for the deaf appeared in Russia in the 19th century with the opening of the first school for deaf children in Pavlovsk.

V. I. Fleury, G. A. Gurtsov, I. Ya. Seleznev, A. F. Ostrogradskiy, I. A. Vasiliev, N. M. Lagovsky, F.A.Rau - these are the names of well-known deaf teachers who laid the foundation for the development of Russian deaf pedagogy in the 19th century. The teaching system at that time relied on the use of verbal and sign languages \u200b\u200bin the educational process, but at the end of the century the oral verbal system began to take advantage.

From the beginning of the 20th century, preschool education for children with hearing impairments began to develop in Russia. A huge contribution to the system of development of kindergartens, theory and practice of preschool education and upbringing was made by the spouses F.A. and N.A. Rau, E.F. Rau, N.M. Lagovsky, N.K. Patkanova, B.D. Korsunskaya.

Particularly fruitful is the period of the 50-60s, when a whole galaxy of scientists who conducted research (R.M.Boskis, A.I.Dyachkov, S.A.Zykov, F.F.Rau, N.F.Slezina, V. I. Beltyukov, A. G. Zikeev, K. G. Korovin, B. D. Korsunskaya, A. F. Pongilskaya, E. I. Leonhard, T. A. Vlasova, G. L. Zaitseva, L. P. Noskova, E.P. Kuzmicheva, and others) made a breakthrough in deaf-pedagogical science. The pedagogical classification developed by R.M.Boskis became the basis for the organization of differentiated teaching of hearing impaired children in a special school that includes two departments. Under the leadership of S. A. Zykov, a new system of teaching deaf children language was developed on the basis of the formation of verbal communication. Research by F. F. Pay and N. F. Slezina led to the creation of a concentric method of teaching pronunciation, which is based on the use of an abbreviated phoneme system. R. M. Boskis, A. G. Zikeev, K. G. Korovin developed a system for teaching the language of hearing impaired children, taking into account the originality of their speech development. It follows from this that over the course of decades, an original Soviet system of education and training for deaf and hard of hearing children was created. According to N. M. Nazarova, she was distinguished by the following:

1) Orientation of the content of education to the mass education system;

2) Attention to the formation and development of verbal, including oral speech, to the development of auditory perception and teaching their use in cognitive activity, in the educational process;

3) The use of sign language as an auxiliary means of education and training;

4) Creation and implementation of an activity-based approach to learning into the educational process (S.A. Zykov et al.)

In the second half of the 20th century, integration ideas began to develop in Europe, the USA and other countries, the basis of which was tangible progress in the field of hearing aids, the creation of an early detection system, and early pedagogical assistance to children with hearing impairment, which led to the inclusion of a considerable number of children with hearing impairments in general educational institutions, reducing the number of schools for deaf children. In this regard, new approaches began to appear in teaching children with hearing impairments, the leading of which were the trend of integration and the system of the bilingual approach.

In the 90s. alternative approaches have appeared in the national deaf pedagogy, since significant democratic and humanistic tendencies in the development of the world community, which brought new experience in the education and social integration of children with hearing impairment, made it possible to revise the established system and begin the search for a new educational paradigm.

Ministry of Education of the Republic of Belarus

Educational institution

"Belarusian State Pedagogical University

named after Maxim Tank "

Faculty of Special Education

Department of Surdopedagogy

Course work

Features of integrated education for children with hearing impairment

Work completed

student of group 306 of the 3rd course

daytime education

Karizno Victoria Evgenievna

supervisor

Senior Lecturer

Petrovskaya Svetlana Evgenievna

Introduction5

Chapter 1 The problem of integrated (joint) education of normally developing children and children with hearing impairments8

1 Concept of integrated learning 8

2Current situation of integrated education for children with hearing impairment10

3 The process of integrating children with hearing impairments into the group of normally hearing children 12

3.1 Psychological characteristics of children with hearing impairment12

3.2 Opportunities for inclusion of a child with hearing impairment in coeducation, features of an adequate educational environment and required corrective assistance15

Chapter 2 Technologies for Integrated Education of Hearing Impaired Children24

1 Models of integrated education for children with hearing impairments24

2 Positive and negative aspects of educational integration of children with hearing impairment25

4 Verbotonic system 37

Conclusion 40

Bibliographic list42

INTRODUCTION

hearing impairment training corrective

In recent years, there has been a renewal of the education system, the convergence of general educational institutions, a change in the attitude of society towards children with developmental problems, and the questions of the conditions for organizing their education and upbringing in the future naturally arise.

The issue of joint education of normally developing children and children with developmental disabilities became the center of attention of the pedagogical community. But, as experience shows, children with hearing impairments who study in a mass school have problems in personal development, difficulties in communication and behavior. They are caused not only exclusively by the specific characteristics of non-hearing students, their defect, but also by the peculiarities of the school environment in which they find themselves. The body's healthy forces, intellectual, spiritual, emotional-volitional, motivational and practical spheres of it as a potential personality do not receive proper development.

Remaining human by nature (biologically), he remains aloof from a full life in human society, is practically in social isolation. Overcoming a physical ailment - hearing impairment and its consequence - speech impairment is possible only with special training by a defectologist-deaf teacher, while creating conditions corresponding to the nature of a person with hearing impairment. This is the most difficult task, solved only in the context of special education for children with hearing impairments.

Integration as a process of teaching children with problems in general educational institutions is currently in the spotlight. At the same time, integrated education is a natural stage in the development of the special education system.

The integration of children with hearing impairments into mainstream schools is not a mass phenomenon. As a rule, this is work with a specific child and his parents, as well as, to one degree or another, with a kindergarten or school where the child is integrated.

The success of integrated education largely depends on well-organized psychological and pedagogical support of students from both the special and the mass school.

The organization of special support for students with hearing impairment in the context of integrated education in a mass school is extremely insufficiently researched, both in scientific and practical terms.

Analysis of the history of development of almost 30 years of foreign experience allows us to identify the following conditions under which integration is successful:

Democratic social order with guaranteed observance of individual rights;

Financial security, the creation of an adequate range of correctional and educational services and specialized living conditions for children with hearing impairment in the structure of a mass school;

The nonviolent nature of the course of integration processes, the possibility of choice, alternatives in the presence of a guaranteed list of educational and correctional services provided by the education system to persons with hearing impairment;

The timing of the start of integrated education is decided individually in relation to each child and at the request of his parents. First of all, it depends on the degree of hearing loss. For example, children with hearing loss can be integrated into society from early preschool age and included in integrated education from primary school. It is advisable to integrate children with severe hearing impairment into the mainstream school after primary education.

Purpose of the study: To consider integrated learning for children with hearing impairment and integrated learning models.

Object of research: children with hearing impairment.

Subject of research: integrated education for children with hearing impairment.

Study the available literature on the research topic;

Reveal the features of the integrated education of children with hearing impairment;

Analyze models of integration of children with hearing impairment into the general educational environment

CHAPTER 1. THE PROBLEM OF INTEGRATED (JOINT) LEARNING OF NORMALLY DEVELOPING CHILDREN AND CHILDREN WITH Hearing Impaired

1 The concept of integrated learning

In special (correctional) pedagogy, the approach to integration is deeply unique. In the work of N.M. Nazarova, this concept is defined as follows: “In its most general form, as applied to special pedagogy, the term“ integration ”means the process, result and state in which disabled people and other members of society with disabilities of health, intelligence, sensory sphere and the other, they are not socially isolated or isolated, participating in all types and forms of social life together and on an equal basis with the rest. In the education system, at all its stages, integration means a real, and not a declared, opportunity for a minimally restrictive alternative for children, adolescents, youth with developmental problems - education either in a special educational institution, or, with equal opportunities, in a general educational institution, for example , in institutions of general secondary education. "

A similar definition is given in the work of MI Nikitina: "The process of integration of persons with developmental disabilities in correctional pedagogy is understood as the process of including these persons in all spheres of society as equal members, their assimilation of the achievements of science, culture, economics, education."

In the works of NN Malofeev and ND Shmatko, the integration process is considered as follows: the integration of children with special educational needs into ordinary educational institutions. Today it is already a global process, in which all highly developed countries are involved. This approach, as the researchers note, to the education of children with special needs is caused by a variety of reasons of various nature. Their totality can be designated as the social order of society and the state that have reached a certain level of economic, cultural and legal development. Integration is defined as a natural stage in the development of the special education system, associated in any country of the world, including Russia, with a rethinking of society and the state of its attitude towards people with disabilities, with the recognition of their rights to provide equal opportunities with others in different areas of life, including education ...

In works on the integration of children with developmental disabilities, the concept of socio-cultural integration is introduced. The content of this concept was developed in the studies of D. L. Shamsutdinova. "Socio-cultural integration can be represented as a system of interrelated events and actions aimed at minimizing or solving problems caused by certain costs in the field of rehabilitation, socialization, inculturation, etc."

N.M. Nazarova notes that the term integration has a multi-valued and variable interpretation. An integral part of the integration of children with developmental disabilities into society is their integration into general educational institutions, where they get the opportunity to study together with normally developing peers. In domestic special pedagogy, a number of terms are used that define the processes of joint education of children with developmental disabilities and normally developing ones. The most commonly used term is integrated learning.

MI Nikitina, analyzing integrated education, gives its definition, referring to the draft law of the Russian Federation "On Special Education": "Integrated education is understood as" joint education of persons with physical and (or) mental disabilities, and persons without such shortcomings, with the use of special means, methods and with the participation of specialist teachers. "

A similar definition of integrated learning is given by S. S. Stepanov: "Integrated teaching of abnormal children - teaching and upbringing of children with various defects in psychophysical development in institutions of the general education system together with normally developing children."

The term integrated learning is used in the works of leading scientists in the field of special education: L.S.Volkova, A.A. Dmitriev, N.N. Malofeev, N.M. Nazarova, M.I. Nikitina, L.P. Ufimtseva, N. .D.Shmatko et al. Along with this term, the term integrated training and education, integrated education is used. However, the authors put a similar meaning in their content. In addition to works analyzing approaches to integration and integrated learning, written in the framework of special education, there are monographic studies devoted to this issue, written in the framework of general pedagogy and sociology of education. DV Shamsutdinova uses the concept of socio-cultural integration, the content of which resonates with the content of the concept of integration used in special pedagogy. D. V. Zaitsev uses the concept of integrated education, relying on the draft law of the Russian Federation "On special education".

2 The current situation of integrated education for children with hearing impairment

Currently, most countries are moving towards integration in teaching children with developmental disabilities. The problems of integrating children with developmental disabilities into a team of healthy children are in the center of attention in our country as well. Parents and children now have the opportunity to choose different forms of education and have developed a draft law “On the education of persons with disabilities”. The ideas of integrated learning developed in our country have always been based on the need for a child with hearing impairment to reach the same level of development as hearing children, to participate on an equal footing in all types of activities in kindergarten and school.

At present, the possibilities of integrating children with hearing impairment of preschool and school age are being studied, various forms of staying for children in mass preschool institutions and schools are being developed. (I.M. Gilevich, L.I. Tigranova, E.I.Leongard, E.V. Mironova, N.D. Shmatko). The definition of a child in a mass institution also depends on the level of physical development and state of health, cognitive development. The personality traits of the child are of great importance, especially such as activity, independence, initiative, which have a positive effect on the development of communication with other children and teachers. It is possible to assign a child to a mass institution only if he has speech that ensures communication with children and teachers.

His oral speech should be sufficiently legible and understandable to the surrounding children and adults. The integration of a child with hearing impairment is impossible without the active participation of parents. They have a leading role in organizing daily activities at home, constant work on the development of verbal communication in everyday life. As a rule, parents carry out general developmental and correctional work in the family on the instructions of a deaf teacher. It is he who can advise the parents to visit the child in a mass institution, and in some cases, on the contrary, warn them against this if the child is not ready to integrate into the collective of hearing children.

Despite all the urgency and importance of the problem, the issue of integration must be approached very carefully and thoughtfully. For some part of children with developmental disabilities, integrated learning can be effective. But integration turns out to be impossible for children with intellectual disabilities. In relation to such children, we can talk about social integration (joint stay in an institution, leisure activities, extracurricular activities), and not about educational integration.

Various forms of integration of children with hearing impairment with hearing children are aimed at normalizing the life of each child, including him in the sphere of normal social relations, and his all-round development. In order for integrated education to purposefully expand and be effective, special training is needed, both for teachers of mass educational institutions and teachers of defectologists, psychologists, speech therapists, as well as the study of legal issues of integration. In addition to all that has been said, in integrated learning, the readiness of our society to accept children with hearing impairments is of great importance.

Despite all the difficulties, the opening and development of such schools will be of great benefit not only to children with developmental disabilities, but also to healthy children, who will only become kinder and more responsive from this.

3 The process of integrating children with hearing impairments into a group of normally hearing children

3.1 Psychological characteristics of children with hearing impairment

Children with hearing impairments represent a diverse group. Among them, only a small number are completely deaf. As a rule, all children who are absolutely inaudible (deaf) are able to perceive very loud sounds of nature, for example, thunder, sound signals on the street. Among those who do not hear, there are children who hear a loud cry. But the perception of non-speech sounds is not enough for the perception of phonemes (speech sounds).

Depending on the age at which hearing impairments arose, as well as on the severity of this impairment and the possibility of forming speech on an auditory basis, they distinguish between hearing-impaired (deaf), late-deaf and hearing impaired children with hearing loss (R.M. Boskis, 1988 ). The group of non-hearing children includes those whose hearing cannot be independently used to accumulate speech reserves. The development of speech and learning are possible only on the basis of the preserved analyzers: tactile, visual, gustatory and olfactory, as well as vibration sensitivity. Hearing remains can be used as an aid to correct pronunciation (some people hear loud vowel sounds, most often [a] and [y]). Among children with hearing impairment, two categories are distinguished: early deaf and late deaf, their hearing loss arose at the age of 3 and later, when speech was already relatively formed.

The second group consists of children with reduced hearing, which interferes with learning in normal conditions, but with the preservation of the auditory function, in which the accumulation of speech stock with the help of the auditory analyzer is possible at least to a minimum. For pedagogical purposes, children with hearing impairment of school age are divided into two categories: children with hearing impairment, who have developed speech with minor disabilities, and children with hearing impairment with profound speech impairments.

Thus, based on the measurement of hearing, on the one hand, and the study of speech, on the other, 4 groups of children with hearing impairments are identified, who are trained in different curricula and programs. Late-deaf children usually study together with hearing-impaired children. The speech development of the hearing impaired is limited, but they still independently master a small stock of inaccurately pronounced words. These students have difficulty distinguishing between words that sound similar.

Deaf children have a hearing loss of more than 80 decibels; they do not hear at all or only respond to a loud voice near the auricle. Hearing impaired children have a hearing loss of 30 to 80 decibels. They distinguish speech at a distance of up to 3 m from the auricle. If children hear speech (well-known words) at a distance of 0.5-1 m, then they usually speak in phrases that are not always grammatically correct. The level of speech development of a student depends not only on the remnants of hearing, but also on the social situation of the child's development.

Parents, especially the mother, may notice quite early that the child has severe hearing impairments. In addition to a reduced response or lack of response to soft sounds, the developmental features of these children appear by 6 months. At the 2-3rd month of life, all children experience humming, which is also typical for deaf children. Humming in children with normal development turns into babbling, which is a fairly diverse sound complexes that arise in response to stimuli of a positive nature. In children with a sharp decrease in hearing, humming does not become more complicated, does not go into subsequent stages of babbling, and gradually fades away. This happens because the child does not perceive by ear the speech of others and his sound pronunciation. In the process of observation, a mother may notice that the child does not react at all or reacts very weakly to sounding toys, speech addressed to him, music heard in the next room.

By the age of one, the child expresses emotional communication with sound combinations, individual words that are not very accurately pronounced. The child begins to understand some of the verbal messages that he hears daily. If the child does not try to resort to sound communication with others, then this should alert the parents. It is necessary to seek advice from doctors, a pediatrician and an otolaryngologist, to the center of correctional and developmental training and rehabilitation for the provision of early correctional and pedagogical assistance. Parents learn that they need to repeat the same words or short statements many times, speaking them clearly, while meeting the vital needs of the baby. The child must see the face of the speaker, then he will begin to understand by the movements of the lips or, as they say, read repeating words from the lips (face). You need to talk to your child loudly so that he can use his residual hearing. A child, trying to establish contact with others, begins to use non-verbal means of communication - pantomime, various gestures. Family members do not need to be afraid of this kind of communication, much less prohibit it. On the contrary, it is necessary to organize communication, to be included in the conversation, giving it a positive emotional character. If you do not communicate with the child, then he will feel lonely, so you need to promote contacts with the child in every possible way, to encourage him to master speech.

3.2 Opportunities for inclusion of a child with hearing impairment in coeducation, features of an adequate educational environment and required corrective assistance

Children with a slight hearing impairment can study in a general education mass school. They don't look different from other students. Parents can hide existing violations due to ignorant ideas so that the child is not transferred to a specialized educational institution. The student may be diligent, but have difficulty in mastering the program material. The teacher must be careful not to miss a sensitive period for effective activities. In a child with learning difficulties, it is necessary to test his hearing by observing how he perceives the speech of others: he tries to look at the face or listens. But even if the hearing loss is not noticeable to others and no complaints are received, a hearing test is needed. A slight degree of hearing impairment can cause poor academic performance, primarily in reading and writing. Such a student may be suspected of having mental retardation, although hearing loss is the cause.

A child with learning disabilities due to hearing impairment has specific mistakes in writing and speaking. You can often observe mixing in sound and place of formation of sounds. Voiced sounds are mixed with deaf ones ("tevochka" - a girl; "teshurit" - on duty); hissing with sibilants ("masina" - a car; "salas" - a hut); affricates with their constituent sounds ("lights" - flowers; "tashka" - a cup); [p] s [l] ("bow" - hand; "lama" - frame); [s] and [z] - s [t] and [d] ("zerevo" - a tree; "sesad" - a notebook); [p "] and [l"] - s [y] ("lyabiko" - an apple; "koyova" - a cow).

There are also omissions of vowels when consonants meet ("omanul" - deceived; "tram" - tram), omissions of unstressed parts of the word, drums are better perceived by ear ("metai" - sweeps, "blows" - goes). Thus, in children with hearing impairment, one can notice specific errors in written works, insufficient reading comprehension, difficulties in perceiving and understanding the teacher's explanation.

Hearing impaired children require different adaptive educational conditions, depending on the severity of the impairment and the possibility of social interaction with ordinary children. First of all, full integration, when students study in the same class as hearing children, is possible in relation to hearing impaired children with developed speech. But in this case, integration can only be successful if it is well prepared. Each child has a different path to true integration, and preparation for it takes a different length of time.

Parents are told that they are responsible not only for the choice of a particular school, but also for the success of education and upbringing in the context of educational integration. Parents do not always realize that they should promote social integration, social interaction between ordinary children and children with hearing impairments, therefore, they need education.

Preparation for integration includes the formation of the relevant competence of teachers of a general education school. Even the most experienced teachers may not have knowledge of the developmental characteristics of children with hearing impairments and the rules for communicating with them. In this regard, integration is preceded by educational work on how it is possible and necessary to take into account the language difficulties of students and the peculiarities of their auditory-visual perception of educational material.

The integration of hearing impaired children becomes possible only if the training component is conducted. According to the curriculum of this type of special school, pronunciation correction and the development of auditory perception, musical and rhythmic classes are provided.

Undoubtedly, hearing impaired students are in more favorable conditions, who, subject to the skillful use of equipment, can be included in collective activities in the lesson.

Preliminary work involves informing ordinary students about the characteristics of the hearing impaired. It is explained to children that hearing aids require careful treatment, that they can only compensate for hearing loss to a limited extent. For pupils with normal development, conditions are created for identifying themselves with hearing impaired children. They close their ears and try to read individual words, sentences, short informational material from their faces. Certain tasks are set before the class, rules are formulated that require strict execution - first of all, the observance of the noise regime, which means the creation of conditions for the isolation of the necessary speech information by hearing-impaired children, since exceeding the reasonable noise limits will complicate their communication and participation in the educational process. All students use a microphone, when appropriate, to include hearing-impaired students in training. They speak clearly, expressively with hearing-impaired peers, avoiding tongue twisters, creating conditions for re-asking, to clarify what is not understood.

Preparatory work is also carried out with hearing impaired students. They do not hide the existing violation and in no case do they hesitate to use a hearing aid. The student does not need to pretend that he hears well. You don't need to worry that he is not like everyone else. If you do not carry out preparatory work, then the hearing impaired child will be in tension, auditory deprivation will complicate communication and lead to psychosocial deviations. A hearing impaired child learns with normal hearing children only on condition that he does not hide his hearing aid and does not hide his condition. He should not experience his difference from others. The success of a hearing impaired child largely depends on the formation of a positive self-esteem, on the inclusion in joint activities. However, the opposite tendency must be taken into account. Hearing impaired students may develop high self-esteem. He is used to being treated in a special way, with great attention and great indulgence. As a result, he shows selfishness, impudence, demands preference in work. This can create a barrier between him and his hearing peers. The teacher plays a decisive role in preventing children from opposing each other, in the development of free, natural, mutually respectful relations, which requires tolerance and consideration, recognition of the equality of all students and the value of each of them.

A teacher-defectologist conducts preparatory work in the teaching staff, preventing negative trends that may arise in the context of educational integration. A prerequisite for successful work is constant contact and mutual understanding between the teacher-defectologist and the teacher of the integrated learning class. For this, it is necessary to involve parents in organizing social interaction of students, including them in joint activities. A teacher-defectologist, under no circumstances should take on supervisory functions in relation to the class teacher. It is important to introduce teachers to the problems that have arisen, to inform about the difficulties of hearing impaired children. There is a need for educational work on the rules for using hearing aids, on the features of cognitive activity and teaching methods for this category of children. It can be assumed that integration will have a negative effect if students with hearing impairments do not wear a hearing aid due to the wrong reaction of classmates, which is most often due to their lack of awareness of the importance of the hearing aid in the life of a hearing impaired person. It is unacceptable for a hearing impaired student to be in the position of an outside observer in the classroom or to occupy a privileged position. One can speak about integration only when the hearing impaired child fully unites with hearing children, when he becomes an equal member of the student body.

The problem of integrating deaf (deaf) schoolchildren seems to be more complicated than hearing impaired. Only isolated cases of their full integration into a regular general education school are known. This is a hard-to-integrate category of children. Partial integration (training in a special class at a general education school) or training in an integrated learning class with full content, where it is possible to conduct separate classes in basic subjects and conduct a correction component in the required volume of classes, seems realistic. The large volume of correctional classes (provided for by the school curriculum for deaf children) shows how complex and specific the problem of their education is.

The creation of an adequate educational space for students with hearing impairments presupposes the mastery of the general education class in sign speech and fingerprinting, and the presence of hearing aids. The integration process is constantly monitored and adjusted. Hearing students may not always be able to correctly perceive and interpret the behavior of their peers with hearing impairments. The requirements of the general education school may be transferred to children with hearing impairments. An excessive task may be put before them - to carry out educational and non-educational communication according to the rules of the hearing environment. Special assistance includes not only organizing training in a specific way, but also promoting social integration.

The teacher-defectologist (deaf teacher) is faced with the task of choosing the path of teaching a child with hearing impairment. In the experience of schools for children with hearing impairments in the Republic of Belarus, various approaches to teaching these children are widely discussed and to a certain extent developed. Special attention is paid to bilingual teaching of the deaf and teaching based on "total communication". It should be recognized that both approaches are focused on the philosophy of a non-unitary society that reflects the interests of various groups of the population. Unitary - a single, integral whole.

Bilingual education, the scientific foundations of which are being developed under the guidance of G.L. Zaitseva (1992, 1999), reflects the priorities of the micro-society of children with hearing impairments who have the unconditional right to develop the language and culture of their community. Sign language is included in the educational process. Moreover, the expediency of using verbal and sign speech as a full-fledged means of the pedagogical process was recognized. In teaching, an environment of verbal-sign bilingualism is created. Both speeches are recognized as equally prestigious and equally respected means of communication between hearing children and children with hearing impairments.

The function of bilingual education can be performed by teachers who are fluent in sign speech, and teachers with hearing impairments, for whom this language is native. Sign language learning makes communication emotionally attractive. The hardest part is:

Determination of the effective ratio of verbal and sign languages;

Software development;

Creation of textbooks based on bilingualism.

The activities of the Moscow Bilingual Gymnasium for Children with Hearing Disorders, established in 1992, make it possible to positively evaluate this experience. In the Republic of Belarus, there are textbooks where educational material is presented in verbal form (using written and dactyl speech) and on the basis of written sign language. At the same time, the lack of such aids for the initial stage of training, the insufficient scientific and methodological substantiation of the process of developing sign speech in oral and written forms, complicate bilingual learning.

Obviously, a teacher-defectologist must have a high level of training in the field of sign speech in order to teach children with hearing impairments and create in this area.

More common is the early use of the dactyl form of speech (S.A. Zykov, 1987). The word "dactylology" is used in the meaning of "dactyl speech", although, in fact, this is the name of the manual alphabet. There are as many signs in fingerprinting as there are letters in the child's native language. In their outlines, many dactyl signs are similar to letters in printed or handwritten fonts (l, o, s). With regard to the Russian and Belarusian languages, they are depicted with the fingers of one right hand. The advantage of dactylology is that it has a visual character, is easy to remember and reproduce by children. It facilitates the assimilation of oral and written speech, is introduced at preschool age. Used in the classroom and at home. During the game, children easily memorize finger combinations, using fingerprinting they reproduce words and sentences. At 4-5 years of age, children with hearing impairments learn to read and write even earlier than hearing children.

Dactylology has features of oral and written speech. On the one hand, the word is dactylated as it is written, all letters are highlighted in the words, including soft and hard signs, on the other hand, dactyl signs replace each other, leaving no visible traces behind, just like oral speech. The dactyl form of speech, despite the apparent ease of perception with dactyl, slows down the course of the speech process, does not allow the emotional aspect of the statement to be conveyed, and complicates the integrity of the perception of the sentence. This is the inconvenience of using it. But this form of speech is irreplaceable when showing prepositions, conjunctions, endings, when introducing proper nouns, unfamiliar words into speech. Dactylology should be well known to parents, regardless of whether they are hearing or hearing-impaired, teachers of ordinary classes in which children with hearing impairments are integrated, especially those who are not hearing.

In the practice of schools for children with hearing impairments in Belarus, teaching such children based on the use of total communication has become widespread. The teacher's speech in this system is accompanied by gestures. This makes it possible to broaden the horizons of students, to give more conscious and deeper knowledge. Students become better socially adapted. Verbal speech is used on the basis of its assimilation as a means of communication. This system is called communication. It is assumed that the systematic assimilation of the language should be preceded by the practical assimilation of verbal forms of communication. Pupils master all types of speech activity: speaking, writing, reading, fingerprinting, reading from the lips and from the dactylating hand of the speaking person.

Learning in a communication system involves the implementation of the activity principle of language teaching, i.e. creating such conditions in which verbal speech will become in demand. For these purposes, a collective objective practical activity is organized (aesthetic, labor, speech). Students work in pairs, in teams, with a “little teacher”, assign roles, responsibilities, plan and carry out activities. Verbal communication does not exclude the use of gestures. As soon as children with hearing impairments get together, they begin to use gestures. No amount of prohibition will help, because this is a form of communication among the deaf. Parents and the teacher of the regular classroom, in which children with hearing impairments are integrated, need to learn at least basic gestures. Signature speech should not be neglected by pretending to be useless. Lip reading options are limited. Violent speech helps convey those semantic subtleties that are not available to children with hearing impairments when perceiving the content of educational information through verbal speech. At the same time, it is necessary to understand that sign speech has its own syntax, it is not a copy of verbal speech.

CHAPTER 2. TECHNOLOGIES OF INTEGRATED LEARNING OF CHILDREN WITH Hearing Impaired

1 Models of integrated education for children with hearing impairment

Traditionally, there are four forms of integrated learning: temporary, partial, combined, complete.

Temporary (episodic) integration is, in fact, a stage of preparation for its possible further more perfect form. In this case, pupils of a special (correctional) group, depending on the level of their psychophysical development, are united with ordinary children at least twice a month to carry out various educational activities, or are placed in a class of a mass school for a certain time for diagnostic purposes.

Partial (fragmentary) integration is carried out in cases when children with hearing impairment are not yet able to master the educational standard on an equal footing with ordinary peers and attend those classes in a mass school, the content of which is available to them and corresponds to their capabilities. The rest of the time they are homeschooled or study in the classes of a special (correctional) school.

Combined integration assumes that a child with hearing impairment is in a group (class) of ordinary children all day long, but, in addition, attends correctional and developmental classes of a teacher-defectologist.

Full integration means placing a child with a hearing impairment in a regular classroom for the entire period of study. This form of integration is best suited for hearing impaired children rather than hearing impaired children.

It is important to emphasize that if the model of full integration can be effective only for a part of children with hearing impairment, then partial and especially temporary forms are appropriate for the vast majority of children with hearing impairment.

2 Positive and negative aspects of educational integration of children with hearing impairment

The system of special education for persons with hearing impairment is designed taking into account the originality of their mental development.

The traditional approach is expressed in the creation of special children's institutions (kindergartens, schools), in which education is based on the real capabilities of children with hearing deprivation according to special programs, textbooks, using sound-amplifying equipment for collective and individual use. Children are in an environment of their own kind (without a barrier language environment), with a sparing regime of passing the program material of primary school, with a clearly implemented correctional component, a set of measures to ensure the social and everyday adaptation of graduates.

Some experience has also been accumulated in teaching children with hearing impairments in a regular classroom. Previously, such training, as a rule, was organized on the initiative of hearing parents, with their maximum support, ahead of the child's home familiarization with the material of the next day of class. The most obvious positive results of joint learning were demonstrated by children with hearing impairments; isolated effective examples were noted among the deaf.

Currently, the problem of integrating children with psychophysical development into a single educational space is considered at the state level as the most important in the context of measures to increase the level of life competence of graduates (including those with hearing impairment).

The leading idea, supported by the participants of the international scientific-practical conference "Integrative tendencies of modern special education" (November 26-28, 2003, Minsk), is the provision on the need to create an environment for each child with psychophysical developmental features that actualizes his personal potential , weakening the consequences of developmental disorders, contributing to the solution of socialization problems.

A modern general education school takes on an additional task. It consists in creating a psychologically favorable atmosphere of benevolent interaction between traditional and new subjects of the educational space: teacher - student, student - student with special educational needs, teacher - parent, teacher - teacher, etc. This is how the cultural and educational space turns into a rehabilitation cultural and educational space. ensuring the cooperation of all participants. It is based on an awareness of the priority of the child's personality, the right to satisfy his basic needs: security, love and respect, in the joyful, emotionally rich activity of an educational institution.

The methodological basis of the concept of integration is formed by the provisions formulated by L. S. Vygotsky:

On the general patterns of mental development of healthy children and children with disabilities;

About the general laws of mental dysontogenesis (regardless of the form of its manifestation);

About the role of education in the development of the child and the existence of the "zone of proximal development";

On the correctional orientation of education based on the expansion of the "zone of proximal development" in conditions of deprivation;

Taking into account the social situation of development.

The positive aspects of educational integration for children with hearing impairment, of course, include:

Prolonged influence of the family on the overall development of a child with hearing impairment;

Learning in a single "stream", stimulating the influence of more capable classmates;

Earlier social adaptation to the conditions of functioning of modern society, the presence of a wide range of social phenomena;

A large degree of independence;

Expanding the potential of speech communications.

However, there is also opposition to a positive opinion about integration, which comes from taking into account the likelihood of negative aspects of integration of children with hearing impairment:

The state of mental tension in conditions of the impossibility of comprehensively assessing the changing situation;

Overloads arising from the need to assimilate large (for children with OPFR) volumes of information in a short time;

Limited amount of independently perceived oral information;

Incomplete satisfaction of communication needs;

Problems with mastering general labor skills and the effectiveness of vocational guidance;

Interpersonal problems (especially during puberty).

The presence of a child with hearing impairment in a regular class of a mass school is associated with certain spatial and visual difficulties that are excluded in classes of a special general education school. There, the placement of desks in a semicircle with a small number of students (the optimal distance is maintained between the interlocutors) allows children to perceive the answers of classmates audiovisually, and the position of the deaf teacher (at the table) with clearly visible articulation provides the possibility of high-quality perception of oral messages.

Compliance with the integration condition - a child with hearing impairment at the first desk - does not compensate for the lack of the ability to clearly perceive the answers from the back seat, which leads to blocking participation in the general discussion of issues. In addition, individual articulation options for responders at the blackboard make it difficult for a child with a hearing impairment to reflect them bissensory. Unfortunately, the quality of perception when using a hearing aid can be negatively influenced by the invariably occurring accompanying children working in the classroom (noises, rustles, creaks, etc.), which are amplified by hearing aids. Eliminates or hinders the possibility of auditory perception and movement of the teacher in the classroom.

The heavy load on the visual analyzer in the process of perceiving verbal information by the “lip-reading” method also requires special (enhanced) lighting of the room in which the deaf student is studying, which is not provided for in standard projects of school buildings. In this regard, it is difficult to ensure a vision-sparing regime.

Integration is also a test for the resistance of the child's body to stress. The inclusion of a child with "special features" in the "general flow" can cause some negative manifestations. Traumatic situations are likely: persistent failure in learning, difficulties in establishing favorable interpersonal contacts. Difficulty in interpersonal interactions creates discomfort in the relationship of students in the class. A student with hearing impairment experiences a constant feeling of anxiety (I did not hear, I misunderstood, I will become the subject of ridicule). Healthy students are not always patient in communicating with “others”, they may be irritable when it is necessary to re-explain, communicate, etc., or understand insufficiently expressive (intelligible) and insufficiently accurate speech of a hearing impaired inadequately high or low requirements for students with hearing impairment are reflected in the nature of their behavior (probable patterns of behavior: passive protest, active protest, anxiously phobic symptom complex, etc.).

Signs of school maladjustment are possible: from a feeling of discomfort to a predominance of low mood, experiencing an inferiority complex or an aggressively stressed state. Difficulties in behavior in the family are also possible. Maladaptive manifestations arise both as objective consequences of a new situation (failure in learning, deviations in behavior), and as subjective consequences (a decrease in mood prevails, self-esteem is lowered, disbelief in oneself arises, a delay in the development of autonomy, a desire for self-knowledge). The creation of conditions for the prevention of maladjustment, the emergence of a need for self-understanding and self-development in children and adolescents becomes the goal of all educational and out-of-class activities.

The attitude of the parents of the traditional composition of students in the class to integration may be problematic (confused by a certain lack of attention to their children in the presence of others with special educational needs).

The difficulty for the main (main) teacher (teachers) of the class lies in the lack of sufficient knowledge about the psychological characteristics of a child with hearing impairment, his real capabilities, the specifics of methodological techniques for the implementation of educational programs.

Determining (mastering a new) position in the classroom, taking into account the presence of a child with hearing impairment for the teacher, with his habit of freely moving around the classroom, leaning towards the student so as not to interfere with others during independent work, also presents certain difficulties.

The interests of hearing children are fully affected during integration. For them, integration is an opportunity to show humanity, tolerance, mercy to their deaf peers who need their sympathy. It is an opportunity to identify with the “other”, to feel the scale of the limitations and to more consciously evaluate your advantages and the need to fully realize them. However, there is also the danger of delaying progress in the development of capable students (due to the possible adaptation to the pace of assimilation of the material by all children).

At the same time, there is no doubt that the integrative approach is promising. The study of socio-psychological and pedagogical conditions for the effective integration of children and adolescents with hearing impairment into the socio-cultural and educational environment of a general institution is an urgent task of special psychology and deaf-pedagogy.

The successfully developing system of special education in Belarus (the presence of a differentiated network of special institutions and integration options) makes it possible to guarantee every child with OPF the right to receive an education in accordance with the state of health and cognitive abilities. The model of reforming the special educational process is created according to the type of "optimization of functioning": the renewal of the old and the development (creation) of the new. The humanistic concept of special education is being implemented, its didactic postulate is the possibility of including children with hearing impairment in a single educational space, which is considered as a condition for improving their quality of life, amplifying their social and emotional development and achieving life competence.

The most promising for educational integration are children with partial hearing loss - hearing impairments, and among them - children with relatively developed speech (as a rule, with significant hearing impairments). The promising group also includes late-deaf children with preserved speech and formed cognitive activity. In determining a positive prognosis for the integration of a hearing-impaired (late deaf, deaf) child, not only the state of hearing, the level of speech development, but also cognitive activity, breadth of outlook are taken into account. The requirements for the speech of students in integrated learning are detailed by I.M. Gilevich, L.I. Tigranova. When determining the prospects of integrating a child with hearing impairment into the general educational environment, it is also important to take into account the ability of the family (parents) to assist the child in the anticipatory assimilation of program material.

The prospects for integration largely depend on the willingness and ability of parents to provide support for the child's learning in the regular classroom. Experience confirms that it is difficult to independently overcome the difficulties of integrated learning, and even with the help of a teacher-defectologist, children with hearing impairments in some cases return to a special school. The child's readiness for integration includes:

Psychological readiness for learning in the environment of "others" (acceptance of the "other", formation of "counter activity", readiness to overcome difficulties and, above all, communicative ones);

Gnostic readiness (mastering the necessary fund of knowledge about the world around, determined by the standard of preschool education, the formation of the skills of production and perception of speech (expressive and impressive), the formation of the operational-executive component (possession of motor and intellectual skills appropriate to age));

Social readiness (mastering the elements of socially approved behavior).

The most important criterion for assessing the mental status of a child with hearing impairment included in the integrated learning process is the state and nature of communication:

Gesture (a child from a family of deaf masters a natural way of communication, a child from a family of hearing, as a rule, up to 3 years old manages to communicate with parents with a small set of his own gestures, manifesting his desires and needs);

Verbal (dactyl, written, oral), which children learn in a specialized children's institution.

At the same time, children with varying degrees of hearing loss achieve success in verbal communication. There is a mismatch: good hearing (significant remnants) - undeveloped speech, weak hearing (minor remnants) - relatively developed speech.

The development of a system of an individually differentiated process that takes into account the individual characteristics of the cognitive and personal development of each child is the socio-psychological aspect of the integration problem. The need for the teacher to know the characteristics of the personality of each child becomes the same normative requirement as the possession of the methods of individual training and education, the organization of personally significant activities.

In this regard, such areas of work as:

humanization of the pedagogical consciousness of team members;

creation of a model of cooperation between children and adults, which excludes the development of an inadequate attitude towards children with special needs as people with disabilities;

achievement of a qualitatively new level of differentiation and individualization of the educational process, organization of training with the maximum individualization of techniques, the optimal combination of individual and frontal forms of educational activity;

ensuring successful educational activity as the main psychological prerequisite for the formation of a positive orientation and socialization of a child, adolescent;

the introduction of monitoring of learning ability, learning, personal development, the reflective field of students throughout the academic year and all years of schooling (the basis can be the maintenance of a diagnostic passport, which reflects the dynamics of the cognitive, emotional, behavioral spheres, data on the child's reflection on himself and the environment the world);

provision of medical, psychological and pedagogical assistance, depending on the difficulties that children will experience, the implementation of health-saving technologies;

care for mutual understanding and mutual support of parents, stimulation of a positive experience of relationships, involving parents in assessing the effectiveness of the child's personal development.

The above allows us to especially emphasize the importance of high-quality psychological and pedagogical support for integrated learning and development of children with hearing impairment. It acts as the most important condition for the successful integration of these children into a single educational stream and is viewed as a process of prolonged, systematic study of the development of a child and actions to prevent possible difficulties in solving constantly increasing educational and educational problems.

Psychological and pedagogical support of children provides early correction of deviant development, mandatory correctional assistance for each child, strict selection of children, taking into account psychological readiness and the ability to master the general educational standard within the time frame provided for normally developing children.

Psychological and pedagogical support is based on the following principles:

differentiation and unity of content (informational, environmental, personal);

adaptation of the physical environment to the needs of students;

orientation to the individual needs of the individual;

synchronicity, consistency of support measures from a team consisting of a psychologist, teacher, teacher-defectologist, administration, parents of healthy children and children with deviant development;

predictive approach in defining the maintenance program, its strategy and tactics.

the student is perceived as a value in itself, and first of all, his needs and cognitive capabilities are taken into account;

most of all, the technology of personality-oriented learning corresponds to the task of revealing the cognitive potential and the child's awareness of himself as a person.

The functioning of the model of the educational process with a correctional and developmental orientation requires certain managerial actions aimed at creating its components, which together would constitute a system of complex psychological, medical and pedagogical support in a certain way organized educational and extracurricular activities in conditions of integrated learning.

The school administration provides the necessary base, creates a positive emotional background for integration, and ensures productive interaction of all persons interested in the positive effect of integrated learning.

Information support implies information support for the formation of adequate ideas about children with hearing impairment, about the features of correctional techniques, about the system of social adaptation and the role of support participants (especially parents) in this process.

Integrated teaching of children with hearing impairment and sensory norms requires systematic monitoring of the psychological and pedagogical status of children in the class in terms of the current state and prospects (zone of proximal development). This takes into account both general patterns and features of mental development in conditions of complete or partial, congenital, sooner or later onset of auditory deprivation. Monitoring of the dynamics of the mental state of the subjects of integration is carried out constantly.

Parents of children with hearing impairments are constantly informed about the content of education and upbringing, receive advice on the advance study of program material (as an important condition for preventing difficulties when learning new material in the lesson), on the content of family and household competence and the role of parents in comprehending it by a deaf child, specific ways to achieve it; parents are given the opportunity to master special communicative means (dactyl and sign speech) as a condition for full-fledged communication in the family (and especially understanding what was said by a deaf child).

Parents of ordinary children receive information about the goals and the need to integrate children with hearing impairments into the ordinary class, the problems of special children and their parents, the need to show tolerance, humanity, form the position of a helper for “others” (children, their parents), the position of a catalyst for a humane attitude towards To the “other” children of their children.

Personal support is predetermined by the personality-oriented paradigm of integrated learning. It has the goal of helping in the formation of an adequate "I-image", and then - the "I-concept" of children included in a single educational process.

Such accompaniment allows to a certain extent to weaken the negative manifestations of the peculiarities of mental dysontogenesis in children with hearing impairment: slowness of reception of perception, difficulties in processing and storing information, its operational use, problems of speech communication and verbal regulation, etc.

Students with hearing impairments receive assistance in establishing contacts with hearing people, in mastering patterns of behavior in various educational and life situations, are informed about the conditions of productive work in the integrated class mode (an element of anticipation, improvement of lip reading, development of predictive abilities, development of independence and reflection) ...

At the same time, in the upbringing and educational environment, the spiritual and educational needs of hearing children must be fully realized. They develop empathy towards children with hearing impairments, a clear awareness of "another life nearby" and the need to show a sense of duty, a willingness to help. Psychological support of parents of hearing children is expressed in the formation of their conviction that the integrated class is the most fertile environment for the cultivation and manifestation of the best moral qualities of their children, their humanistic position in the future (which will have a positive effect on the attitude towards the parents themselves).

The teacher-defectologist implements the technologies of correctional support, uses the whole range of means necessary to prevent and overcome the difficulties of mastering the fund of knowledge and skills, the formation of personality traits; Together with a psychologist, it contributes to the normalization of interpersonal relations, coordinates the efforts of the leading teacher and parents in solving the problems of social adaptation and the formation of the vital competence of children with hearing impairment.

The program of psychological and pedagogical support for the integrated education of children with hearing impairment contains a description of the process of transferring special education from one mode to another. Like any program, it is deployed from the future (goal to be achieved) to the present (strategy and tactics of achievement). Therefore, it is probabilistic, like any managerial instrumental knowledge, open to discussion and redefinition.

The support program provides for a variety and dynamism of support means in all forms of integration: physical (reducing the distance between students included in a single educational space), functional (parity of responsibilities in available activities), social (activation of spontaneous interactions of interaction with adults).

The program concretizes the content, technological approaches to the achievement of social adaptation by pupils, the formation of readiness for an independent life. Its pro-social nature and individualization of the content and methods of teaching are emphasized (T.L. Leshchinskaya, A.N. Konopleva). The accompanying technologies recommended by the program are focused on the maximum use of the “health spool” (LSVygotsky) and neutralization of negative factors in the development of a child with OPF (including hearing impairment). The technology of support ensures interdisciplinary coordination of efforts, the coordination of team actions, the reflexivity of the activities of the subjects of support, the creation of conditions for the accumulation and translation of pedagogical experience (including parental) and, above all, tracking the dynamics of the support process.

4 Verbotonic system

The system reflects the interests of hearing parents who would like their children to speak the language of hearing, to be minimally different from the surrounding majority, and represents one of the alternative approaches to teaching children with hearing impairments. This system, like the ones indicated above, has its positive aspects, and its individual elements are used in preschool specialized institutions in Belarus.

The verbotonic method, as this system is also called, was developed by academician P. Guberin. The first results were reported at an international conference in 1954. Since 1961, this method has been widely used at the SUVAG Center (Zagreb, Croatia).

The main provisions of the system are as follows:

It is believed that language develops from spoken language;

The method is based on the development of hearing in persons with hearing impairment, including those who are deaf;

Rehabilitation includes phonetic rhythm, pictographic rhythm, musical stimulation, audiovisual course;

Integration of the hearing-impaired child into the world of hearing people is imperative.

Most of the methods for working with children with hearing impairments have proceeded from the search for alternatives to hearing perception. Workarounds were taken as a basis: visual, tactile-vibration perception, sign speech. Academician P. Guberin and his followers took a different path. Speech develops on the basis of auditory perception. The model of the development of speech in a normally hearing child was taken as the base one: he hums, then babbles, reproduces sounds based on auditory perception. It is assumed that children with hearing impairments have hearing at low frequencies that convey the rhythm and intonation of speech. It is important to stimulate the activity of the corresponding parts of the brain in every possible way, the auditory capabilities will develop.

The verbotonic method includes three areas:

Diagnostics;

Rehabilitation;

Integration.

Diagnostics is accurate and comprehensive. Not only the alleged cause, the time of the onset of deafness are clarified, not only tonal, verbotonal, speech diagnostics, functional diagnostics, including work on the Verboton G20 apparatus, are carried out, but also body motility, vestibular apparatus, and mental development are investigated. The result is the determination of the optimal auditory field, all possibilities of auditory development. Rehabilitation, including the development of hearing, is carried out at those frequencies that were not previously taken into account, since they went beyond the speech zone, which is a frequency from 500 to 2000 Hz. However, a person can perceive sound from 16 Hz. As a rule, even deaf people retain their perception of low frequencies. The mother hugs the small child to her, talks to him, he feels the vibration of her body - the first rehabilitation begins. The family plays an important role in this work. The earlier rehabilitation is started, the better. The child exercises in the perception of sounding toys, is guided by sound in space, work is underway on rhythm and intonation. Then, work is organized with the children to develop the harmony of the body, musical stimulation, phonetic, pictographic rhythm are carried out, and an audiovisual course is used. The work ends with the integration of children into a general education school. It is believed that from 50 to 96% of children can be integrated into mass schools if they are provided with specialized assistance (E.I. Leonhard, 1999). The verbotonic method began to develop relatively recently.

CONCLUSION

Work on the integration of children with hearing impairments should begin in the preschool period. It is advisable to create various models of integration that will be effective for children with hearing impairment, with different levels of psychophysical and auditory-speech development. The most favorable conditions for “multilevel” integration are created in institutions of a combined type, where, along with groups and classes for normally hearing children, there are groups and classes for deaf and hard of hearing children.

Full or combined integration, in which a child with hearing impairment is constantly brought up and trained in a team of normally hearing children, can be effective only for a part of late deaf, hard of hearing and deaf children. These preschoolers and schoolchildren should be proficient in detailed phrasal speech, speak clearly and understand well the speech addressed to them. They must be psychologically prepared for this form of training. All integrated children need systematic or periodic corrective assistance and psychological support.

One of the forms of integration can be mixed preschool groups, in which children with normal and impaired hearing are brought up together (8-10 and 4-5 children, respectively). At the same time, unique conditions are created for the early socialization of deaf preschoolers while maintaining daily qualified corrective assistance from the teacher-defectologist.

In order for integrated learning to purposefully expand and be effective, special training is needed as teachers of mass preschool and school institutions. and teachers-defectologists, as well as the study of legal issues of integration.

So, domestic science has created an original concept of integrated education for children with hearing impairment, developed and tested variable models of integration, it was revealed that full and combined integration is effective only for a part of children with hearing impairment - those who have a high level of psychophysical and speech development, the need for operational development of a legal framework for integration, targeted training and retraining of specialists.

Recognition of integration as one of the leading trends of the modern stage in the development of the national system of special education does not mean in any way the need to curtail the system of differentiated special education for children with hearing impairment. On the contrary, effective integration is possible only under conditions of constant improvement of the system of mass and special education. In this area, a balanced state policy is fundamentally important, which does not allow "distortions" and "excesses".

BIBLIOGRAPHIC LIST

Fedorets, G.F. Integration problems in the theory and practice of teaching / Fedorets, G.F., 1990.

Nazarova, N.M. The concept of integration in special pedagogy // Conceptual apparatus of pedagogy and education. / Nazarova, N.M. Yekaterinburg, 1998.- Issue. 3.- P. 262.

Nikitina M.I. The problem of integrating children with developmental features // Innovative processes in education. Integration of Russian and Western European experience: Sat. articles.- SPb., 1997.- Part 2.- P. 152.

Shamsutdinova D.V. Socio-pedagogical conditions for the integration of persons with disabilities. - Kazan, 2002;

Dictionary of Foreign Words.- M., 1955.- P. 276

Encyclopedic Sociological Dictionary, Moscow, 1995, p. 233.

V.V. Kraevsky Methodology of pedagogical science. - M., 2000.

Petrovsky A.V. Foundations of pedagogy and psychology of higher education. - M., 1986.

Talyzina N.F. Pedagogical Psychology. - M., 2006.

Education: Traditions and innovations in the context of modern changes: a collection. - M., 1997.

Lednev V.S. The content of education.-M., 1989.

Karakovsky V.A. The educational system of the school: Pedagogical ideas and experience of formation. - M., 1992.

Novikova L.I. Pedagogy of the children's collective. - M .: Pedagogy, 1978.

Gapeenkova S.M. The development of cognitive abilities of junior schoolchildren in the learning process.-Penza, 1997.

Malofeev N.N. Formation and development of the state system of special education in Russia: Dis. in the form of a scientific report ... Doctor of Pedagogical Sciences - M., 1996.

Malofeev N.N., Shmatko N.D. Domestic models of integrated education for children with developmental disabilities and the danger of mechanical transfer of Western models of integration // Actual problems of integrated education. - M., 2001. - pp. 8-13.

Defectology: Dictionary-reference. - M., 1996. - P. 35.

Zaitsev D.V. Social integration of disabled children in modern Russia. - Saratov, 2003.

Konopleva A.N., Leshchinskaya T.L. Integrated education of children with special needs of psychophysical development: Monograph

Minsk: NIO, 2003 .-- 232 p. (Fragments)

Tutoring

Need help exploring a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Send a request with the indication of the topic right now to find out about the possibility of obtaining a consultation.

Education and upbringing of children with hearing impairment is carried out at all levels of education. Programs for the education and training of deaf and hard of hearing preschoolers are aimed at the formation of mental neoplasms inherent in each period of preschool childhood in the process of development of children's activities. In 2006, a new program for special educational institutions "Education and training of children with hearing impairments" was approved in the Republic of Belarus. When implementing the content of the program, the main thing is to take into account the area of \u200b\u200bthe child's actual development (the present level of development), and not his age. The specificity of this program is the allocation of thematic sections: "Physical development and education", "Cognitive development", "Formation of activity", "Aesthetic education", "Formation of the foundations of personality: moral development and education", "Working with the family." Hearing impaired children of early and preschool age can be brought up and trained in the following educational institutions: special kindergartens for deaf and / or hard of hearing children; kindergartens of a general type, on the basis of which special groups or groups of integrated education and upbringing are open and operate; preschool groups, boarding schools for deaf or hard of hearing and late-deaf children (designed to provide development and preparation for school). At all levels of basic education, training of persons with hearing impairment is carried out using sound-amplifying equipment for collective and individual use, as well as using technical teaching aids that provide information transfer on a visual basis. Hearing impaired people use the dactyl alphabet and sign language to organize training. Dactylology (finger movements (gestures) denote letters of the alphabets of national languages) and sign speech is a special kinetic system for compensating for the impressive (perception and understanding of speech) and expressive (pronunciation of speech sounds by the person himself) oral speech. Reading is an important means of shaping the speech of the deaf. In preschool age, reading is "the main means of forming spoken and narrative speech." With the help of reading, the child learns new words, consolidates lexical and grammatical generalizations, forms the prerequisites for understanding written contextual speech, develops the ability to use elementary monologue speech, etc. The main purpose of reading, according to the researchers, is that for each phrase read by the child, first of all, a real idea arises, and behind the read text, the meaning contained in it is realized. When organizing education for deaf children, the following systems can be used: 1) on the basis of a bilingual approach (both verbal and sign speech are equal and equivalent means of the special educational process - a way of interpersonal communication of people with hearing loss through a system of gestures); 2) based on verbal speech. Hearing impaired training can use total communication - the use of verbal and sign languages: oral speech, perceived visually and auditory, written speech, fingerprinting, spoken sign language of the deaf, tracing sign speech, pantomime, pointing gestures, facial expressions, etc. The use of the widest arsenal of information means is obvious.

Psychological features of teaching children with hearing impairment.

Ermilova N.A.

State treasury special (correctional) educational institution of the Saratov region for students, pupils with disabilities "Special (correctional) general education boarding school No. 3II view of the city of Engels ". Russia, the city of Engels

The article presents three groups of children with hearing impairments: deaf, late deaf and hard of hearing. The article shows the variability of educational programs and the choice of an individual training route for children with both increased and decreased abilities to assimilate the content of the material. The problems of the development of oral speech are touched upon and options for dialogues and conversations are given. Possible areas of psychological assistance are outlined.

Presented, shown, touched upon, highlighted.

The person and the environment are in constant interaction. This interaction is carried out using various analyzers: visual, auditory, skin, gustatory, olfactory, motor.The auditory analyzer, among other analyzers, is of paramount importance. I.M.Sechenov believed that in most people, due to the conditions for the education of their feelings, auditory sensations are incomparably stronger than visual ones. Three groups of children with hearing impairments were identified.Deaf (born with profound hearing impairment or hearing loss in early childhood).Deaf children have profound persistent bilateral hearing impairment, which can be hereditary, congenital, or acquired in early childhood - before mastering speech. Most deaf children have residual hearing. Hearing impairment and speech underdevelopment entail changes in the development of all cognitive processes of the child, in the formation of his volitional behavior, emotions and feelings, character and other aspects of the personality.

Late deaf (lost hearing after mastering speech).Late deaf - these are children who have lost their hearing due to some illness or injury after they have mastered speech, i.e. at 2-3 years of age and later. Hearing loss in such children is different - total, or close to deafness, or close to that observed in hearing impaired. Children may develop a severe mental reaction to the fact that they do not hear many sounds or hear them distorted, do not understand what they are told. This sometimes leads to a complete refusal of the child from any communication, even to mental illness.

Hearing impaired (deaf) - children with partial hearing impairment, leading to impaired speech development. Hearing impairments in a child lead to a slowdown in mastering speech, to the perception of speech by ear in a distorted form. The mental development of such a child is close to normal. It is very important to competently build the process of teaching and educating children with hearing impairments.Hearing impairments in a child lead to a slowdown in mastering speech, to the perception of speech by ear in a distorted form. Variants of speech development in children with hearing impairment are very large and depend on the individual psychophysical characteristics of the child and on those social and pedagogical conditions in which he is, is brought up and trained.The development of children's verbal memory goes through a number of stages and is improved in the course of the formation of verbal speech. A feature of the development of verbal memory in children with hearing impairment is its short duration. Long-term memory is formed in the process of playing and learning activities. The main task of developing verbal memory is mastering memorization for a long time. Its development takes place purposefully through correctional and developmental exercises.At the same time, deaf schoolchildren are noticeably better at remembering gestures than words; moreover, they memorize them as well as hearing children do words. In deaf children, gestures when memorizing are grouped, systematized by meaning. The high productivity of memorizing gestures by deaf children testifies to the great possibilities of their memory, to the preservation of its physiological foundations.There are significantly more specific features in the development of thinking in children with hearing impairment than in the development of other cognitive processes. The development of logical thinking essentially depends on the level of speech development of children, and the success of the formation of logical operations depends and is determined by the degree of speech participation in the process of mental activity. These children are characterized by a slowdown in the formation of concepts.Children with hearing impairments have a poverty of emotions. In addition to such emotions as grief, joy, fear - they do not know how to show others.The formation of oral speech in children with hearing impairments is one of the most special tasks of correctional work, since a deep impairment of auditory function dramatically changes the conditions for mastering sound speech.In children with hearing impairments of all groups, additional primary disorders of various organs and systems are possible:- disturbances in the activity of the vestibular apparatus;- different types of visual impairment;- minimal cerebral dysfunction, leading to primary mental retardation;- extensive brain damage, causing oligophrenia;- disorders of the cerebral systems, leading to cerebral palsy or other changes in the regulation of the motor sphere;- local disorders of the auditory-speech system of the brain (cortical and subcortical formations);- diseases of the central nervous system and the whole organism, leading to mental illness (schizophrenia, manic-depressive psychosis, etc.);- severe diseases of internal organs - heart, lungs, kidneys, digestive system, etc., leading to a general weakening of the body;- the possibility of deep social and pedagogical neglect. It is known that in the system of special educational institutions in Russia, the main type of school is a boarding school serving the special educational needs of vast territories. Due to the huge distances, children stay in the boarding school all year round, coming home only for the holidays.

Correctional work is understood as a purposeful pedagogical influence on overcoming or weakening the consequences of hearing pathology. A systematic approach to the implementation of correctional work involves the formation and development of the child's sensory, intellectual and speech culture.

The peculiarity of the educational program for children with hearing impairment is the orientation towards self-realization of the student, his integration and social adaptation in various spheres of life, both intellectual and physical labor with hearing people. Most schools for children with hearing impairments have classes for children who have a comorbidity, such as hearing and intellectual impairments. Naturally, the educational and correctional programs for these children should be different. Depending on the severity of hearing impairments in children and their combination with speech and intellectual impairments, different options should be developed for their education.At the beginning of the school year, a comprehensive examination of preschoolers is carried out. It includes the study of auditory function, identifying the ability to understand the interlocutor and be understood during oral communication, determining the level of proficiency in the phonetic system of the language (sound composition, word stress, intonation). For each group, teachers use certain techniques and methods of work, the volume and complexity of speech material in individual lessons for the development of auditory perception and pronunciation correction. This work, started by the teacher of individual work, is continued by the small pedagogical collective of the group throughout the day. Teachers and educators, along with general didactic requirements, take into account specific ones:- taking into account the state of hearing and speech of each preschooler;- correct use of sound amplifying equipment for collective and individual use;- dosage of the auditory load, determination of the volume of speech material presented by ear at each lesson;- implementation of the principles of the selection of speech material in accordance with the hearing and speech capabilities of preschoolers;- reliance on auditory-visual perception, taking into account that the ratio between auditory and visual perception should be approximately the same as in children with normal hearing;- during the lessons, the necessary work is carried out to correct the pronunciation side of speech, the techniques of fluent correction of errors are applied;- special attention is paid to the development of skills of self-control and mutual control of pronunciation.A distinctive feature of multi-variant training for special (correctional) institutions is the presence of a diagnostic class. Based on the results of training in the diagnostic class, an individual educational route is determined and that version of the educational program that will contribute to the most adequate implementation.The system of methods used in school for children with hearing impairments includes several subsystems: methods of forming speech and teaching language as a subject of school education, methods of teaching the basics of science, methods of developing and using auditory perception.The use in special education of such general didactic methods as explanation, conversation, demonstration, practical tasks, exercises, work with a book, observation, etc., is associated with the widespread use of visual aids and language material available to children with hearing impairments. Oral, written and dactyl forms of speech are combined and complement each other.Special education includes the use of both specific means and those used in mass school. The first include dactylology, which is used as an aid to facilitate the perception of speech, the sound composition of words. Specific means also include sound-amplifying equipment, individual hearing aids, devices to facilitate the formation and correction of pronunciation (spatula, probes).The second group of tools includes written speech. Writing and reading for children with hearing impairments is not only a more accessible way of acquiring knowledge, but also a complete means of language acquisition.The role of visual aids (natural objects, their graphic images, plot paintings, models, dummies, screen aids) significantly increases and changes significantly due to the fact that they should first of all not illustrate educational material, but visually reveal its content.Of particular importance are visual - effective means and techniques that contribute to the formation of ideas and concepts. These include deliberate creation of situations, staging, dramatization, pantomime. The use of these techniques helps to visually designate intersubject connections, cause-and-effect relationships of certain phenomena. All these means are usually used in combination with verbal means of designation available to students at a given level of their speech development.The teaching methods and techniques used by the teacher in the classroom in various subjects of the curriculum allow students, along with the assimilation of didactic material, to master the methods of operating this material in various types of cognitive and practical activities. This finds expression in the development of special techniques. In each of them, systems of exercises are created, focused on the specifics of the structure of the skills and abilities being formed.The complexity of the tasks of forming speech and teaching the native language as a subject of school education in conditions of speech underdevelopment and the characteristics of the cognitive sphere requires the implementation of the entire complex of general didactic methods. Of particular importance in this complex in terms of the speech development of students are those methods that have a practical orientation and when using which, as it were, actions and operations that form a certain speech skill are reproduced. therefore language teaching is built on the basis of various forms of speech practice. The proposed language material is immediately used by students in speech activity (communication with the teacher and among themselves, reading, doing independent written work, conversations, dialogues, etc.).For the development of oral speech, various options for dialogues, conversations in visual and abstract situations are of great importance. For the formation of descriptive - narrative (monologue) speech, the most effective methods are a variety of exercises for composing presentations, essays, oral and written stories and descriptions. In reading and literature lessons, in order to develop oral and written speech, the methods of reading, storytelling, conversation, planning, oral stories and retelling are used.In a special teaching methodology mathematics specific ways of forming mathematical knowledge and skills in unity with the development of speech, visual and conceptual thinking have been developed and continue to be improved.The math lesson for children is one of the hardest, and for this reason many children do not like this subject.We all know perfectly well how important it is for the lesson to go in the right direction from the very beginning. For mathematics, the beginning of a lesson is verbal counting. I have been dealing with this problem for more than one year and I can say that if the oral counting is good and interesting, then the lesson will go on more successfully, the children will be active and interested. And in order to interest children, you need to select a variety of tasks designed for both the weakest children and the strongest ones. These can be tasks of a computational nature, solving puzzles, tasks for attention, geometric tasks.To achieve the correctness and fluency of oral calculations in each mathematics lesson, it is necessary to allocate 5-10 minutes for the exercises in oral calculations provided for in the program of each class. Oral exercises are conducted in a question-and-answer form, all students in the class perform the same exercises at the same time. Oral exercises are also important in that they activate the mental activity of students; when they are performed, memory, speech, attention, the ability to perceive what is said by ear, and the speed of reaction are activated, develop. It is also impossible to disregard the important educational role of oral exercises - they discipline, teach children patience and the ability to wait for lagging comrades, to help them.The skills in taking various measurements, acquired during the lessons of mathematics, have practical applications in various fields of activity. In this regard, classes on teaching various measurements with the help of devices and tools (tape measure, ruler, meter, compasses, scales, weights) are of great importance. This mathematical knowledge and skills are closely related to labor education, classes at the school site.The study of the geometric material, as well as the development of measurements, proceeds practically (using various figures as a building material, modeling with preliminary production of blanks of various shapes - parts of a future product, applications using a square, circle, etc.).Teaching in a special school is quite distinctive. natural science ... The most important condition for the successful solution of the problems of this subject is the use of such methods, means and forms of education that ensure direct communication of children with nature and contribute to the activation of their cognitive and speech activities: excursions, observations, practical exercises on the ground, experiments, independent work, comparing objects and phenomena, educational and experimental work in the school area, conversations, discussion and systematization of observations and results of labor activity, analysis of signs common to a number of objects or phenomena, etc. The study of natural objects of nature is combined with the use of a variety of visual teaching aids (paintings, dummies, stuffed animals, models, educational films and filmstrips). According to the program, great attention is paid to developing students' practical skills and abilities. They are taught to observe the phenomena and states of nature, to use a thermometer, weather vane, compass, to record the results of observations, to carry out simple experiments. In the formation of students' natural history ideas and concepts, lessons in familiarization with the surrounding world play an important role. In conversations, descriptions, stories, when maintaining a calendar of nature and human labor, materials of observations, excursions, the results of children's labor activity (in a living corner, on a school site), information obtained from the study of plants, animals, and the structure of the human body are analyzed, systematized and summarized , hygienic requirements for health protection.Teaching stories allows you to use the method of a coherent presentation of the material by the teacher (while the students rely on the plan, reference words to the teacher's story), conversations with the use of visual aids, analysis of the text of the textbook. The methods of working with text in the classroom are varied: conversations, drawing up a plan, finding the main idea of \u200b\u200bthe story, retelling the text, etc. Students also work with historical material independently. For this, the following types of activities are provided that increase interest in this material: preparation for a concise retelling of the article, drawing up questions for it, selecting and describing illustrations for the story, composing stories about heroes of war and labor, preparing messages about holidays, events in the country. Moral - patriotic education is an important task of personality formation. History lessons on the theme "The Patriotic War of 1812." and "The Great Patriotic War" provide the most fertile material for patriotic education. For example, hearing impaired students have a deeper understanding of the material on the topic. They themselves prepare messages according to the plan, read additional literature. Participants of the Great Patriotic War and home front workers are invited to the lesson of courage, they attend thematic excursions, look through the "Book of Memory", etc. Using all available means, the teacher tries to instill in students a sense of patriotism, love for the Motherland, their city, family, educate them Russian citizens.

Lessons visual arts are based on the inclusion of students in the subject-practical forms of activity. Teaching decorative painting begins with drawing patterns according to a ready-made sample, and then moving on to independent decorative compositions, which reflect the forms of natural objects, objects of nature. Students use the skills acquired in fine arts lessons in labor education lessons (weaving, making appliques, embroidery, making toys, etc.).Training sessions in a special school, as well as in a mass one, are conducted according to the classroom system. Each lesson contributes to the development of the cognitive interests of children, teaches independence in the acquisition of new knowledge and necessarily solves educational and correctional - developmental problems. All lessons and other forms of classes, regardless of what academic subject they are held in, are designed to serve the goals of speech development of students, take into account the originality of their perception of speech, and provide broad practice of verbal communication. Therefore, a thoughtful selection of speech material, ensuring the semantization of new words and forms and their introduction into active speech are the tasks of any lesson or extracurricular activity at school for children with hearing impairments.When solving specific problems related to overcoming speech underdevelopment, the greatest effect is achieved only under the conditions of using all existing organizational forms (lesson, individual lessons, independent work, extracurricular and extracurricular forms of educational work) while maintaining the leading role in the lesson. It is the lesson that allows you to conduct classes purposefully, with the dosage of speech material, working it out in the necessary system and sequence, in accordance with the laws of the formation of speech skills.A significant place is occupied by individual sessions, where work is carried out on pronunciation and the development of auditory perception. Homework by students in a special school not only pursues the usual goal of consolidating the material of the lessons, but is largely aimed at expanding speech practice.For students with speech impairments, the teacher's speech is the main source of acquiring speech experience. Therefore, it should be extremely clear, loud enough (but without forcing the voice), necessarily preserving the naturalness of intonations, correctly divided by pauses. It is necessary to use all means of semantic and emotional expressiveness (logical stress, timbre coloring, rhythm, tempo). The use of non-speech components also contributes to a better understanding of the teacher's speech: expressive facial expressions and natural gestures.In the classroom, the teacher, along with the oral form of communication, uses written and dactyl. The latter is used mainly for correcting pronunciation errors, introducing new vocabulary, and correcting grammatical errors. The combination of these verbal means depends on the material studied in the classroom, the stage of its development, the level of speech development of students.One of the urgent problems of improving special education is expanding the possibilities of integrated education and upbringing of children with hearing impairments in public institutions together with normally developing peers. There are models of integrated education and upbringing (combined, partial and temporary), differing from each other in the length of stay of children with hearing impairments in groups of healthy peers. Conditions conducive to successful integration can be conditionally divided into internal and external. The external ones include early detection of hearing impairment, the presence of conditions and a desire on the part of parents to teach a child in a mass school. Internal conditions are the correspondence or proximity of psychophysical and speech development to the level of the age norm, the absence of additional deviations in the development of a child with hearing impairment and the child's psychological readiness for integrated learning.

In Russia, the integration of children with disabilities into general education schools is not a mass phenomenon. The timing of the start of integrated education is decided individually in relation to each child and at the request of his parents.Parents of deaf and hard of hearing children choose to study in mainstream schools for various reasons:
- lack of sufficient information about the special education system for a child with hearing impairment;
- the prestige of a child with hearing impairment in a mass school;
- an objective assessment of the readiness of a child with hearing impairment to study in a mass school;
- unwillingness to send the child to a residential institution.Deaf and hard of hearing children studying in a public institution should receive assistance aimed at correcting pronunciation, developing auditory perception, expressive and impressive speech. Help can be permanent, then it has the character of regular correctional sessions. One thing is indisputable: the lack of correctional support (especially in the lower grades) will not allow to maximize the rehabilitation potential of a student with a speech impairment integrated into a mass school, which will create serious problems for him in obtaining a full-fledged education on a par with hearing classmates.

List of references

1. Boskis R.M. Deaf and hard of hearing children. M., 1963.2. Boskis R.M. To the teacher about children with hearing impairments. M., 1988.3... Bogdanova T.G. Deaf psychology: Textbook. manual for stud. higher. ped. study. institutions. - M .: 2002. 4. Vygotsky LS. Fundamentals of defectology. M., 1995.
5. Zikeev A.G. Development of the speech of hearing impaired students. M., 1976.6. Komarov K.V. Methods of teaching the Russian language at school for hearing impaired children. M., 1988. 7. Korolevskaya T.K., Pfafenrodt A.N. Development of auditory perception of hearing impaired children in special (correctional) educational institutionsII species. Teacher's guide. M. VLADOS, 20048. Korovin K.G. Practical grammar in the system of special language teaching of hard of hearing children. M., 1976. Mironova E.V., Shmatko N.D. "Integration of hearing impaired children into general preschool institutions". - Defectology. 1995. No. 4. 9. Nikitina MM. Reading lessons at school for hard of hearing children. M., 1991.10. Programs of special (correctional) educational institutions of the II type. M., 2003.11. Rau F.F. "The problem of integration of the deaf". - M., 1981. 12. "Social adaptation and integration of children with hearing impairments". Comp. Astafieva V.M. - M .: APK and PRO, 2000.

Internet resources:

Deaf teacher conducts a lesson with a hearing impaired child

The Otoscope magazine continues the series of articles by N. Zimina on the psychological aspects of problems associated with hearing impairment (see articles and).

The greatest luxury on earth is the luxury of human communication. "

Antoine de Saint-Exupery

Hearing impaired children have a number of characteristics in psychophysical development and communication. These features do not allow them to develop effectively, to acquire knowledge, to acquire vital skills and abilities. With hearing impairment, not only the formation of speech and verbal thinking is significantly hampered, but the development of cognitive activity as a whole suffers. The main task of deaf psychology is to discover compensatory possibilities, due to which hearing impairments can be overcome, a sufficient education is obtained, and participation in labor activity is ensured.

Currently, the most common form of providing corrective assistance to children with hearing impairments is their education in special kindergartens and schools, as well as in special groups and classes at mass educational institutions. They carry out purposeful work on the upbringing and education of children with hearing impairments, starting from 1.5 - 2 years. Pedagogical influence is aimed at ensuring the general development of the child (his motor, emotional-volitional and intellectual spheres), i.e. it is conducted in the same directions as in kindergartens for hearing children. In the course of the entire educational process, special attention is paid to the development of children's speech, their residual hearing, the formation of the pronunciation side of speech, the development of thinking. From the age of two, purposeful work begins on teaching hearing-impaired children literacy (reading and writing in block letters). This is necessary in order to provide the child with a full-fledged perception of speech through reading and its full reproduction using writing.

Depending on the degree of hearing loss, it is customary to distinguish between two categories: deafness and hearing loss (hard of hearing). The main criterion for assigning a person to a particular category of hearing impairment should be the ability to perceive speech. It is believed that hearing loss can be attributed only to those degrees of prolonged hearing loss, at which difficulties are experienced in normal speech communication with others. The degree of these difficulties may be different, but, in contrast to deafness, the perception of speech (albeit loud, at the very ear) is still preserved. The presence of the perception of only individual tones when it is impossible to perceive speech should be considered as deafness.

One of the most common classifications of degrees of hearing loss is the classification of prof. B. S. Preobrazhensky (tab. 1). It is based on the perception of both oral and whispered speech, since in loud speech there are elements of whispered speech (voiceless consonants, unstressed parts of the word).

		Distance at which speech is perceived
Power	colloquial		whispering
Easy	6 m to 8 m		3 m-b m
Moderate	4 m-6 m		1 m-3 m
Significant			From the auricle up to 1 m
Heavy	From the auricle up to 2 m		0-0.5 m

Any degree of hearing impairment, depriving the cortex of full-fledged auditory stimuli, delays and distorts the development of speech function.

Many researchers were interested in the dependence of speech impairment on the time of onset of hearing loss. The following ratios were established for complete hearing loss (Table 2):

Age at which deafness occurred	Speech impairment
1.5-2 years	They lose the beginnings of speech in 2-3 months and become dumb
2-4-5 years old	Speech persists for several months to a year, but then disintegrates; a few barely understandable words remain for the DOE
5-6 years old	In rare cases, they lose speech completely
7-11 years old	Speech is not lost, but the voice acquires an unnatural character, intonation and verbal stress are disturbed, the rate of speech becomes fast. The vocabulary is limited (there are not enough words expressing abstract concepts; sentences are used mainly simple)
12-17	Speech is preserved completely, but its euphoniousness and intelligibility are lost

The following opinion of specialists is interesting and important: if severe hearing loss occurs when the child already knows how to read and write, there is no threat to the development of speech, but nevertheless, various severe pronunciation disorders may occur.

Among the many factors influencing the development of the speech of a child with hearing impairment, the most important are the following:

the degree of hearing loss - the worse the child hears, the worse he speaks;
time of onset of hearing impairment - the earlier it occurred, the more severe the speech disorder;
the conditions for the development of the child after the onset of hearing impairment - the earlier special measures are taken to preserve and educate normal speech, the better the results;
general physical and mental development of a hearing impaired child - a physically strong, mentally healthy, active child will have a more developed speech than a physically weakened, passive one.

All this suggests that the speech of children suffering from hearing loss from an early age begins to develop with a delay and with more or less significant distortions.

The most pronounced developmental lag, according to the deaf teachers, is manifested in a child with impaired hearing of early and preschool age. This is an underdevelopment of activity, and a lag in the development of communication with adults. The potential preservation of the intellectual sphere and other sensory and regulatory systems is critical for the development of children. With the correlation of the developmental characteristics of children with hearing impairment with the course of normal development, we can say that they have an inadequate formation of psychological experience, a lag in the timing of the formation of mental functions and qualitative deviations in the development of mental activity in general.

The same deaf pedagogy adheres to the point of view of practically unlimited development opportunities for deaf and hard of hearing students. Despite the varying degrees of severity of a child's hearing impairment: from a mild degree to a gross impairment of auditory function or its complete absence, early detection of a defect and the provision of pedagogical assistance are most significant for such a child. The main focus of such assistance is speech training. It is early intervention in the development of speech that prevents deviations in the development of mental functions. It is known that the nature of the development of a child with hearing impairment is influenced by environmental conditions and, first of all, by pedagogical conditions, which presuppose the purposeful organization of training and education. The main idea here is the idea of \u200b\u200bdeveloping the personality of a child with hearing impairment in a specially organized pedagogical process. The determining factor is the existing system of differentiated education.

The need for specially organized upbringing and education of children with hearing impairments has been proven by centuries of practical experience. Various types of correctional educational institutions for children with hearing impairment of preschool and school age create optimal conditions for learning and realizing the potential of children with varying degrees of hearing impairment and level of speech development. Nowadays, almost all children with hearing impairments have a choice: to study in correctional educational institutions or to integrate in the educational environment with hearing children. The task of learning is to gradually and consistently transfer the zone of proximal development of the child into the zone of actual development. The constant expansion of the zone of proximal development ensures the tightening of the impaired mental development following learning, contributing to the correction and compensation of deviations in the development of a child with impaired hearing.

The child's personality is a stable, holistic psychological structure that is formed and manifested in activity, and is a dynamic, “open” structure. The development of the personality of a hearing impaired child, as well as a hearing impaired child, goes a long way. It begins at preschool age from the moment when the child learns to control his behavior. This formation occurs most effectively at school age in connection with a change in the child's social status, the influence of the environment. In the works of scientists, it is emphasized that the nature of communication, the originality of the child's personal experience and his attitude to the defect affect the development of the personality of a child with hearing impairment. Communication has tremendous opportunities not only for speech, but, above all, for the emotional and moral development of the child and for personal development in general. However, to master communication, an optimal organization of training is necessary. This is possible when children perform various activities. The basis is subject-practical activity. At the same time, communication in a child with hearing impairment develops in the process of collective practical activity, where his joint interaction with the teacher and classmates is aimed at using speech means and the need to use speech to communicate information or encourage others to act.

Another factor is the development of the personal experience of the hard of hearing child. Practical experience of working with children confirms that the most productive way of its formation is the correct organization of activities and skillful management of them by an adult. It is adults who teach the child to act in accordance with the given conditions, presenting the child with the opportunity to be more and more independent.

Consequently, communication, activities for a hearing impaired child are important conditions for familiarizing with the norms of life in society, learning the relationship between people, expanding horizons.

The result of the development of a child with hearing impairment is the formation of stable and permanent personality traits. Some can arise and form when a hearing impaired child begins to understand his or her difference from hearing children. So, for example, in everyday life one can hear the opinion that hearing impaired children have a feeling of inferiority due to hearing impairment. Without entering into sharp controversy over this idea, we can confidently assert that hearing impaired children begin to realize their defect relatively late as an obstacle to their development. It depends mainly on the environment of upbringing, the attitude towards the hearing impaired child on the part of loved ones and their social attitudes. The most typical ones are the following:

understanding the severity of the defect and focus on the formation of an independent, full-fledged personality, ready to realize their capabilities in independent productive activity;
understanding of the irreversible nature of the violation, the formation of a personality that is aware of its failure, as much as possible dependent on others, requiring special treatment and attention from loved ones and other people.

Undoubtedly, the last social attitude is the most dangerous for the development of the personality of a child with hearing impairment, since it is focused on the formation of the most dangerous personality traits for a child, associated with his awareness of himself as a disabled person. As a result, a hearing impaired child often shows inadequate selfish claims to people and inattention to those who care about him the most. In this regard, it can be argued that the development of a child in disabling conditions of upbringing leads to changes in the child's personality. Therefore, it is important for the family and teachers to find ways to overcome negative personal qualities in children caused by a defect.

The famous French philosopher and humanist Michel Montaigne wrote in the 16th century: “Deafness is a more serious physical handicap than blindness. It deprives a person of his main quality - the ability to communicate quickly and freely ”.

“Hearing” means understanding the communication situation, participating in the dialogue. “To hear” means to feel free in an unfamiliar situation and to be able to enter into a conversation with strangers. “Hearing” means having the appearance of a hearing person and encouraging others to communicate.

Communication with everyone around you is the highest form of rehabilitation, in which hearing impaired people, family and society are equally interested.

House and life. Psychology. Technics. State. Finance. Health. the Internet

Features of the process of teaching children with hearing impairments. Report on the topic "psychological characteristics of teaching children with hearing impairment"

Tutoring