Organization of education for children with severe hearing impairment. Features of teaching hearing-impaired children

Special general education boarding schools are being created for deaf children. Such institutions solve the problems of education, general education and labor training of deaf schoolchildren, correction and compensation of shortcomings in their development. The school includes 12 classes, in addition, a preparatory class for children of 6 years. Deaf children receive an education in the amount of an eight-year mass school in 12 years. Usually there can be no more than 12 people in one class. Particular attention in correctional and educational work is paid to the formation and development of verbal speech and verbal-logical thinking, the expansion of active speech practice, and the development of residual hearing. The basis of the didactic system of teaching deaf and hard of hearing children is the subject-practical activity, which acts as a basis for general and speech development, the formation of cognitive activity, independence and consciousness in the acquisition of knowledge, skills and abilities. The main requirement for the educational process is the organization of a developing auditory-speech environment, which provides for auditory-visual and auditory perception of oral speech with the help of sound-amplifying equipment.

Specialized schools and boarding schools for hearing-impaired and late-deaf children carry out education, educational and labor training, overcoming the consequences of hearing loss and speech underdevelopment of children. Methods are used that maximally stimulate children to active speech activity, the development of auditory perception and the formation of lip and face reading skills. Boarding schools accept children from the age of 7. Labor training for children with hearing impairments begins at the age of 12 and occupies a central place in the educational program. Medical and rehabilitation, sanitary and hygienic, consulting work is carried out with deaf and hard of hearing children.

All actions are aimed at maximizing the preservation of residual hearing. The main reason for the lag in the mental development of a child with hearing impairments is a violation of the development of speech. The problem is this: the child does not hear his own voice and the speech of others and, therefore, cannot imitate it. Sociocultural adaptation of children with hearing impairments is quite often complicated by emotional and behavioral disorders. In most cases, such children are closed, prefer communication with their own kind, and react painfully to cases of detection of their defect.

In recent decades, theoretical and experimental studies have been carried out on the early correction of hearing impairments, according to which early targeted pedagogical influence on children with hearing impairments leads to fundamentally different results compared to traditional ones. Thanks to these studies, programs and methods for early complex correction were developed. Early is called the correction of children under the age of 3 years. The developed programs for the early correction of hearing impairments in children contribute to the achievement of the following results: some children, even with deafness, by the age of 3-5 years, are as close as possible in terms of general and speech development to normally hearing children, which makes it possible to organize their integrated education in a hearing environment without constant specialized assistance ; some children get the opportunity to study in a public school with the constant help of a teacher of the deaf; most children may later be enrolled in schools for the hearing impaired.

A special school of type I, where deaf children study, conducts the educational process in accordance with the level of general education programs of three levels of general education:

- Stage 1 - primary general education (5-6 or 6-7 years, depending on whether the child studied in the preparatory class);
- Stage 2 - basic general education (5-6 years);
- Stage 3 - complete secondary general education (2 years, as a rule, in the structure of an evening school).

In deaf children, the development of verbal-logical thinking is especially lagging behind, that is, the connections between objects, signs, actions and their verbal designations are not formed for a long time. The most difficult for deaf children is the logical processing of the text, the construction of conclusions on the basis of information presented in speech form. For children who have not received full preschool training, a preparatory class is organized. Children from the age of 7 are admitted to the first grade. All educational activities are characterized by work on the formation and development of verbal, oral and written speech, communication, the ability to perceive and understand the speech of others on an auditory-visual basis. Children learn to use the remnants of hearing to perceive speech by ear and auditory-visual with the use of sound amplifying equipment. To this end, group and individual classes are regularly held to develop auditory perception and the formation of the pronunciation side of oral speech.

The number of children in a class should not be more than 6 people, in classes for children with a complex defect structure - up to 5 people.

The main attention is paid to the development of the speech of deaf children, which is the most important factor in the system of social adaptation of the child. Thanks to verbal speech, deaf children can develop comprehensively, master the basics of science, communicate with those who hear, on the basis of which their social adaptation takes place.

In a special school of type II, hearing-impaired and late-deaf children study.

The correctional school for hearing impaired children has two departments: for children with mild speech underdevelopment associated with hearing impairment and for children with severe speech underdevelopment caused by hearing impairment.

If during the learning process it becomes necessary to transfer a child from one department to another (it is difficult for a child in the first department or, conversely, a child in the second department reaches a level of general and speech development that allows him to study in the first department), he is transferred to the first department according to ICPC recommendations and with parental consent. Children who have reached the age of 7 are admitted to the first grade in any of the departments if they attended kindergarten. Class occupancy in the first department - up to 10 people, in the second - up to 8 people. In a special school of type II, the educational process is carried out in accordance with the levels of general educational programs of three levels of general education:

- Stage 1 - primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years);
- Stage 2 - basic general education (6 years in the first and second departments);
- Stage 3 - secondary (complete) general education (2 years in the first and second departments).

A deaf and hard of hearing child, like a hearing child, at birth is a being open to the world, who needs education as a help in life. In accordance with his biological essence, he is capable of learning and can receive upbringing and education in the process of socialization, which will become a prerequisite for his responsible life as a member of society, will be the basis for his self-affirmation in society.

children hearing impairment reading learning

The ability to learn and establish relationships with other people is an essential condition that allows those interacting with him, participating in the process of socialization, to instill in a deaf child through upbringing and education "social nature", to transfer to him behavior patterns that become the basis for the assimilation and fulfillment of social roles. (tasks). In terms of educational opportunities, a deaf person is able to finish school normally and engage in professional life. The fundamental capacity for education is a prerequisite not only for the fulfillment of social roles by a deaf person, but also for the perception of education as a cultural value of society.

The cultural development of deaf people is associated to a greater extent with the mastery of the language, which itself is a cultural wealth, a carrier of a way of thinking and a guarantee of the ability to use it. Both from the point of view of humane motives and from the point of view of genuine human education, the main moral and moral duty of the older generation is to raise a deaf child and pass on as many educational values as possible [Zikeev 1988: 71].

The communicative ability and communicative orientation of a deaf child serve as the basis for educational influence and familiarization with the norms and values that are generally recognized by members of society. Through upbringing, a deaf person receives, through the process of identification and interaction with others, the fundamental guidelines for appropriate behavior in society. The processes of educational influence and control, which for a hearing child are carried out already at an early age with the help of verbal means, in a child with hearing impairment can be implemented non-verbally, with the help of facial expressions and gestures.

Deafness from an anthropological and biological point of view is an aggravating disadvantage that affects the process of education and upbringing as a complicating and modifying component. Despite this difficulty and the need to develop alternatives to the usual means of education and training, the goals of general pedagogy remain indispensable for the education of a deaf child.

Orientation of education and training on the norms and values of hearing people requires the earliest possible start of specific targeted activities that prevent the possible consequences of hearing impairment. In a narrow didactic-methodical field, it is sometimes necessary to deviate from general didactics in order to achieve the goal. The main problems of training and education are the limited speech competence of the deaf and the need to achieve the goal with relatively simple speech means.

The upbringing and education of a deaf child is based on his general essence as an individual and a social being and includes all areas of personality development. Particular attention is paid to mastering speech due to threatening or already onset dumbness. This is explained by the great importance of language for the mental development of a person. Within the framework of the theory of the education of a deaf child, it is important to single out the following aspects of teaching verbal speech [Rozanova 1994: 156].

1. Teaching verbal speech is the basis for personal development, for socialization and inclusion in culture. Without speech ability, it is impossible to form in a child with hearing impairment ideas about cultural phenomena, its values and social norms. School and vocational education is especially dependent on verbal proficiency.

2. Verbal speech is the basis for the study and implementation of social roles, a prerequisite for social integration and essential personal assistance in individual orientation in society. Role-based behavior and understanding of roles correlated with existing norms give a person the necessary confidence in behavior in socially significant situations.

3. Thanks to the teaching of verbal speech, it becomes possible to have an educational impact on a child with a hearing impairment and to convey to him the norms and values that are significant for the society to which he belongs. The deaf child's understanding of verbal speech and possession of it make it possible to apply verbal means of education to him.

4. Possession of verbal speech is a prerequisite for the adequate development of the cognitive sphere. Assimilation of speech contributes to the development of thinking, its structuring and differentiation. Through verbal speech, a child with a hearing impairment acquires the ability to think abstractly and logically, solve problems creatively, make decisions, using symbolically represented experience in the process of planning and decision-making. Possessing verbal speech, he reaches a higher level of consciousness.

5. Thanks to the developed verbal speech, a person acquires the ability to take into account social perspectives in his own thinking and activity. Social learning and cognitive activity are associated with speech.

6. The formation of verbal speech is closely related to emotional and social education. The ability to perceive emotionally significant sound characteristics of the voice has a huge impact on the formation of a fully developed personality. Along with teaching language and speech, the emotional development of a deaf child is extremely important. Its main goal is to prevent interference with interaction, communication, possible due to hearing loss. In order to bring up an emotionally stable and socially adjusted personality, it is necessary to use all compensatory possibilities in the sphere of interpersonal relations and ensure the transmission of a wide range of emotional signals and information to the child.

In accordance with modern ideas, visual analyzer, touch, kinesthetic sensations and residual hearing can be used to teach verbal speech and communication skills. As additional information channels, there are Cued-Speech systems, phonemic and grapheme manual systems, natural facial expressions and gestures, and sign language. The significance and functions of various sign and auxiliary systems in mastering speech require scientific justification in view of the existing disagreements in experimental studies.

In emotional education and communication, gestures, facial expressions, body language, as well as the possibilities of skin sensitivity, to some extent replace the expressiveness of a voice that is not perceived at all or perceived not completely, are of particular importance.

Along with the development of the emotional, social, speech and cognitive spheres, a central place in the comprehensive formation of the personality of a child with hearing impairment is given to the early special development of the sensorimotor sphere. W. Horsch, referring to the developmental psychology developed by J. Piaget, showed that due to a violation that occurs in the sound-perceiving sphere, secondary violations of sensorimotor development appear, which develop even in the pre-speech period and can have a negative impact on mastering speech. To implement comprehensive assistance to the child, U. Horsch proposed a hierarchically constructed program for the early development of speech, which contains exercises in the visual-motor, acoustic-motor areas (rhythmic, musical and speech-kinesthetic).

So, the following provisions are fundamental in the theory of upbringing and education of a deaf and hard of hearing child.

1. Orientation to the tasks of general and special pedagogy. The leading task of educational work is the formation of the child's ability to participate in the life of society by obtaining appropriate preparedness, mastering cultural values, norms and wealth as the basis for self-realization and the formation of personal social responsibility.

2. Early specially organized development of all spheres of personality covers emotional, social, cognitive and sensorimotor development and includes the social environment (pedagogical support for relatives and friends, educational activities).

3. Use of alternative means of education and training to provide compensation for the purpose of all-round harmonious development of the individual.

The problem of studying the personality of a deaf person as a social problem was first posed and comprehended by L. S. Vygotsky, who substantiated the proposition that the integration of the personality of a deaf person into a society of hearing people can be carried out only by including him in a variety of socially significant activities. Violation of the auditory function leaves a certain imprint on the development of the personality of a deaf person, puts him in specific conditions of existence in the social sphere, narrows the circle of communication, and limits the range of social ties. In the works of L.S. Vygotsky substantiated the proposition that a deaf child reaches the same development as a normal hearing child, but this happens with the help of other ways and means. It is important to know the ways in which a child should be developed. The mental development of children, the formation of personality as a whole, are closely related to the process of education and upbringing.

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Features of the personality of children with hearing impairment

The mental development of a normally developing child is based on speech. A child with a hearing impairment has a disorder of all the main functions of speech (communicative, generalizing, significative, control, regulatory) and the constituent parts of the language (vocabulary, grammatical structure, phonetic composition). Therefore, children suffering from profound hearing impairments lag behind their peers in the general level of development. On the basis of violations of the oral speech of the child, a disorder of written speech occurs, which manifests itself in the form of various dysgraphies and agrammatisms. With a complete loss of hearing, the child's speech is formed only in conditions of special education and with the help of auxiliary forms - mimic-sign speech, dactyl, lip reading.

In accordance with the general patterns of mental development, the personality of a deaf and hard of hearing child is formed in the process of communicating with peers and adults in the course of assimilation of social experience. Impairment or complete loss of hearing leads to difficulties in communicating with others, slows down the process of assimilation of information, impoverishes the experience of children and cannot but affect the formation of their personality. Hearing children acquire a significant part of the social experience spontaneously, children with hearing impairments in this regard are limited in their abilities. Difficulties in communication and peculiarities of relationships with ordinary children can lead to the formation of some negative personality traits, such as aggressiveness, isolation. However, experts believe that with timely corrective assistance, deviations in the development of the personality of children with profound hearing impairments can be overcome. This help consists in overcoming sensory and social deprivation, in developing the child's social contacts, and in including him in socially useful activities.

Violation of the auditory function leaves a certain imprint on the development of the personality of a deaf person, puts him in specific conditions of existence in the social sphere, narrows the circle of communication, and limits the range of social ties. There is a peculiarity of the subjective relationship of a person with hearing impairments to the world around him and to himself.

As a result of insufficient development of speech, a smaller amount of knowledge that a deaf child has in comparison with hearing peers, as well as limited communication with others, a slower rate of formation of the deaf person's personality is revealed.

This is manifested in the relative narrowness of cognitive interests, in insufficient awareness of various areas of society.

For a longer time, the inadequacy of self-esteem persists. Self-assessments and assessments of comrades are often situational, often depend on the opinion of the teacher, there are cases of non-critical self-assessments, overestimated self-esteem prevails even among high school students.

The level of their claims is also characterized by instability and inadequacy, which often does not correspond to the capabilities of deaf schoolchildren and is overestimated. The level of aspirations of deaf students in educational activities is characterized by high lability, which is especially noticeable at primary school age.

With age, the stability of assessments and the criticality of deaf children increase.

Deaf children learn relatively late about their defect. It is known that small deaf children are not aware of the role of the auditory analyzer in communicating with others. Only gradually do they realize the importance of hearing for the knowledge of the surrounding reality, for communication.

The first signs of awareness of one's defect and related experiences are noted at the age of 6-8 years. Emotional-volitional immaturity is manifested in younger schoolchildren, which is expressed in a tendency to affective outbursts, imitation, suggestibility, etc. These manifestations decrease towards adolescence and youth.

The moral and ethical ideas of the deaf, although in general they correspond to the social criteria of society, nevertheless, are distinguished by a certain one-sidedness, the predominant use of specific concepts without taking into account intermediate, relative assessments.

The use of verbal designations of certain emotions is carried out by deaf younger students only in well-known life situations. Determining the causes of any emotions makes it much more difficult for children; clearly outwardly expressed circumstances are usually called.

Many emotional states, social and moral feelings remain completely unfamiliar to deaf schoolchildren until middle school age.

The development of the emotional sphere of a deaf student is delayed due to the low availability of the expressive side of speech and music, and the great difficulties in familiarizing with literature.

At the same time, it should be noted that there are significant opportunities for expressing emotions in facial expressions and pantomime used by deaf children in communication.

In the process of correctional and developmental work with deaf children, the understanding of the emotional states and feelings of a person is improved.

In the process of developing the abilities of deaf children, large individual differences are found in the level and nature of the development of intellectual abilities, as well as in the formation of special abilities for various types of specific activities.

During the formation of speech abilities in deaf children, a desire to communicate through oral speech, an awareness of its significance for social and psychological adaptation in the world of hearing people, is revealed.

In the works of L.S. Vygotsky substantiated the proposition that a deaf child reaches the same development as a normal hearing child, but this happens with the help of other ways and means. It is important to know the ways in which a child should be developed. The mental development of children, the formation of personality as a whole, are closely related to the process of education and upbringing.

The originality of a person with hearing impairment, his features require special learning conditions, the creation of an environment adequate for the full development of his personality. Having determined the characteristics of a child with hearing impairments, it is possible to set and solve specific tasks, choose the ways of education and upbringing.

A person spends most of their time in childhood and adolescence at school. The child's assimilation of educational knowledge, skills, as well as his assimilation of the rules of behavior in society, the skill of interpersonal communication, the accumulation of a certain cultural minimum is formed through the comfort of learning the environment in which the child is located. The comfort of learning means the presence of such a regime at school, when the child is given feasible intellectual and physical activities, when the pupil does not withdraw into himself, but strives to communicate with peers, with people around him. The comfort of learning is those microenvironment and microsociety at school in which the child has the opportunity to discover and realize his natural creative potential. Based on the capabilities of the children's team, the content of education, curricula, programs, activities, methodological support of lessons, a reasonable alternation of educational activities and rest, the creation of a system for educating and developing the creative abilities of children necessary and possible for this educational institution should be determined.

In special correctional institutions for deaf children, pedagogical support should be provided in connection with psychological support. The main thing is to adapt the child to school conditions and tasks. Naturally, the behavioral and mental manifestations of adaptation are individual and depend on the nature of the child, on the state of his health.

Deaf children, to a greater extent than hearing children, require help and support in education and upbringing. Student support is organized psychological and pedagogical assistance in order to improve the efficiency and quality of his education and upbringing. Support is a set of actions, methods, activities that implement the goals of education. The point is to help the child adapt to the conditions of the institution and on the way to mastering the knowledge and skills that will help him enter society, move from the simplified and specific world of the school for the deaf to the complex and difficult modern world, find a place in it, gain autonomy in various areas of life.

Children with hearing impairments are less socially adapted than their hearing peers. Due to the fact that others relate differently to children with hearing impairment than to those who hear, they develop and consolidate specific personality traits. A child with a hearing impairment notices an unequal attitude towards him and towards those who hear: on the one hand, he feels love, pity, compassion for himself (as a result of which egocentric traits often appear), on the other hand, he experiences the exclusivity of his position and sometimes begins to take shape in him. the notion that he is a burden. Children with hearing impairments often have inaccurate self-image, with exaggerated ideas about their own abilities and how other people evaluate them. In children with hearing impairments with an average level of intellectual development, there are mainly overestimated self-esteem. Children with hearing impairments with a high intellectual level generally have adequate self-assessments, that is, they generally correspond in terms of the level of personality development to normally developing children of the same age.

Domestic psychologists, P.S. Vygotsky; S.Ya. Rubinstein; P.Ya. Galperin, as the dominant side in the development of personality, is called social experience, paid in the products of material and spiritual production, which is assimilated by the child throughout childhood. In the process of assimilation of this experience, not only the acquisition of individual knowledge and skills by children occurs, but the development of their abilities, the formation of personality.

In the processes of socialization, the experience of the early stages of ontogenesis, associated with the formation of mental functions and initial forms of social behavior, is of decisive importance; transfer of social experience through the system of education and upbringing; and, finally, the mutual influence of people in the process of communication and joint activities. In the process of socialization, a person is formed as a member of the society to which he belongs. Successful socialization is not only an effective adaptation of a person in society, but also the ability to resist society to a certain extent, part of life's collisions that hinder its development and self-realization. Modern society produces, to one degree or another, two types of victims of socialization: a person who is fully adapted in society, but not able to resist it, and a person who is not adapted in society, who opposes it.

The defect of deafness and hearing loss in society is a social problem. L.S. Vygotsky called the defect "a social dislocation." This is the main cause of childhood disability: “A physical defect causes, as it were, a social dislocation, completely analogous to a bodily dislocation, when a damaged member - an arm or a leg - comes out of the joint, when the usual connections and joints are roughly broken and the functioning of the organ is accompanied by pain and inflammatory processes.

If psychologically a bodily handicap means a social dislocation, then to bring up such a child pedagogically means to bring him back into life, just as a dislocated and diseased organ is adjusted. It is in our hands to make sure that a deaf or hard of hearing child is not handicapped. Humanity will be able to defeat both blindness and deafness and dementia in social and pedagogical terms before in terms of medical and biological. The blind will remain blind, the deaf - so, but they will cease to be defective, because defectiveness is a social concept. Social education will defeat defectiveness. Then they will not say about a blind child that he is defective, but they will say that he is blind and about a deaf child - deaf and nothing more.

Hearing impairment or its complete loss, of course, is a very sad diagnosis for both the child and his parents. However, this does not mean at all that the life lot of such a child is loneliness and isolation. It is possible and necessary to fight for the full existence of a child with a hearing impairment.

Currently, in the design of social policy, there are two trends in relation to this category of the population. Adherents of the first trend believe that society should practically accept the problems of the deaf and hard of hearing and create comfortable conditions for them in the hearing environment. For example, it is recommended that the entire population of the country study sign speech (Sweden), or every child with hearing impairments studying in a public school must have a personal assistant - a sign speech interpreter (USA, etc.), certain requirements are proposed for the articulation of all those people (specialists , relatives, friends, attendants, etc.) who have constant communication with such and hearing-impaired people: their speech should be slow, articulation exaggerated (Switzerland, Germany, etc.). There are even models of a "country of the deaf" - for example, a campus inhabited by deaf youth (USA, Gallaudet University).

The second trend proposes to consider people with hearing impairments as a special social group that has its own system of social needs in terms of overcoming the limitations and difficulties of communication, but is one of the equal components of society, existing with it in a single socio-cultural environment. Accepting one or another trend in the formation of social policy in relation to people with hearing impairments, the state and society construct organizational forms of their education and socialization in different ways.

In particular, in our country, the deaf and hard of hearing have been considered for many years as a social group that has its own special socio-cultural differences and requires special conditions for organizing life. Most children with hearing impairments, regardless of age, are brought up mainly in closed specialized educational institutions (nurseries, kindergartens, boarding schools).

This approach to the upbringing and education of children with hearing impairment has extremely negative consequences. The family is actually removed from the process of education. Children aged 14-16 are away from home, visiting their family only for a short time on weekends or holidays. Cut off from the family as the main source of development and socialization, from the surrounding world, from communication with the society of those who hear, a child with a hearing impairment grows up as an alienated adherent of a closed world, where his own laws, understandable to him from childhood, reign, where there is a special language of communication that has become native, where rules of conduct and way of life are defined. It is not surprising that later boarding school graduates build their own families, choosing marriage partners from the same society, try to stay together with former classmates, often build communities like clans, replenishing criminal structures.

The main problem of socialization is deviations from the normal development of the personality of children with hearing impairment. This manifests itself in the emotional-volitional sphere, disruption of social interaction, self-doubt, a decrease in self-organization and purposefulness, which leads to a significant weakening of the "personality strength".

Thus, the socialization of children with disabilities is the integration of such children into society so that they can acquire and assimilate certain values and generally accepted norms of behavior necessary for life in society. One of the conditions for the successful socialization of children with disabilities is preparing them for an independent life, supporting and assisting them in entering "adult life", for which, first of all, it is necessary to create pedagogical conditions in the family and educational institutions for the social adaptation of children. It should also be noted that the development of the personality and cognitive activity of children with hearing impairment differ from the development of hearing children and have their own psychological characteristics, which must also be taken into account when social integration into society.

In children with hearing impairment, in the process of socialization, it is necessary to form a number of personal characteristics:

Creative and cognitive activity of the individual, a high level of self-regulation (this includes the skills of organizing interpersonal contacts);

A set of intellectual and personal characteristics that testify to erudition, personality culture, critical mind, etc., perceptual personality traits that determine the ability to adequately perceive and evaluate participants in joint activities;

Communication skills, the need for it;

Adequate self-esteem and the level of claims.

Thus, it is necessary to widely use forms of work in which children with hearing impairment should evaluate the results of their activities, compare them with the results of other pupils, and form generally accepted norms of behavior.

In the process of socialization of children with hearing impairment, a group approach is of fundamental importance, while it is necessary to select methods and forms of social and pedagogical work, taking into account the psychological characteristics of children with hearing impairment.

Hearing-impaired children should live with hearing people and have equal opportunities with them

For educators and educators

1) Creating conditions for the formation of a positive self-perception in the child - confidence in their abilities. Specially create a space of a friendly attitude towards the child.

2) Development of a positive attitude of the child towards himself, other people, the world around him, communicative and social competence of children. Organize some interesting activities and games

3) Introducing children to values, cooperation with other people. It is necessary to educate in a child such qualities as readiness to help other people, goodwill, attentiveness to others, independence, and to introduce culture.

4) Formation of norms of moral behavior, social skills.

5) Be sure to take into account the psychological characteristics of children with hearing impairment.

6) Select effective methods of work on the socialization of children, taking into account the psychological characteristics of children with hearing impairment.

Ministry of Education and Science of Russia

FSBEI HPE "Vyatka State University for the Humanities"

Psychology faculty

Department of General and Special Psychology

Coursework in Special Pedagogy

Features of the education of children with hearing impairment

Performed:

1st year student of the faculty

psychology

groups SOBZs-11

Lazareva Marina Nikolaevna

Supervisor: Candidate of Pedagogical Sciences, Associate Professor of the Department of General and Special PsychologyBashmakova Svetlana Borisovna

____________________/signature/

KIROV

2014

Introduction…………………………………………………………………………3

CHAPTER 1 LITERATURE REVIEW ON THE PROBLEM OF PECULIARITIES OF CHILDREN WITH HEARING IMPAIRMENTS…………………………………………6

1.1 A brief excursion into the history of deaf pedagogy.

1.2 Causes of hearing loss.

1.3 Diagnosis of hearing impairment.

CHAPTER 2 PEDAGOGICAL SYSTEMS OF SPECIAL EDUCATION CHILDREN HEARING IMPAIRED…………………….12

2.1 Pedagogical classification of children with hearing impairment.

2.2 Features of teaching children with hearing impairment.

2.3 An integrated form of education for children with hearing impairment.

Conclusion………………………………………………………………………24

Bibliographic list ……………………………………………….. 26

INTRODUCTION

Nature endowed them with ... excellent qualities,

which entitle them to the liveliest cooperation on our part.

IN AND. Fleury.

The relevance of research.

Hearing plays a very important role in human development. A person deprived of hearing is not able to perceive those sound signals that are important for the full knowledge of the surrounding world, for creating complete and comprehensive ideas about objects and phenomena of reality. With severe violations, a person cannot use many sources of information designed for a hearing person, fully perceive the content of television programs, films, theater performances.

The role of hearing in mastering human speech is especially important. Because of this, the possibilities of communication with people, and hence knowledge, are sharply limited, since one of the important ways of transmitting information is oral speech. The absence or underdevelopment of speech leads, in turn, to disturbances in the development of other cognitive processes and, mainly, verbal-logical thinking. Persistent hearing impairment as a primary defect leads to a number of secondary developmental abnormalities affecting both cognitive activity and the personality of the child as a whole.

Getting children with disabilities education is one of the main and indispensable conditions for their successful socialization, ensuring their full participation in society, effective self-realization in various types of professional and social activities.

In this regard, ensuring the realization of the right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.

Considering the urgency of solving this problem, the research topic is defined: the features of the education of children with hearing impairment.

The purpose of the course work: to study the features of the education of children with hearing impairments.

Object of study: special education for children with hearing impairment.

Subject of study: organizational and pedagogical conditions for the education of children with hearing impairment in the process of integrated education in a public school.

Based on the relevance, purpose, object and subject of research, the following hypotheses have been put forward:

The possibility of using various forms of organization of educational interaction of children with hearing impairment in the process of joint learning.
Integrated education is the most promising organizational form of education for children with hearing impairment.

In accordance with the purpose and hypothesis of the study, the following research objectives were identified:

Conduct an analysis of the literature on the research problem;
To characterize the pedagogical classifications of children with hearing impairment;
Reveal the features that existpedagogical systems of special education for children with hearing impairment;
To analyze the forms of integrated education for children with hearing impairment.

To solve the tasks, the following methods were used:theoretical analysis of psychological, pedagogical and educational literature on the research problem.

CHAPTER 1 LITERATURE REVIEW ON THE PROBLEM OF PECULIARITIES OF CHILDREN WITH HEARING IMPAIRMENTS

A brief excursion into the history of deaf pedagogy

In ancient literary sources there is no mention of the systematic education of the deaf. At the same time, it is quite acceptable to assume that the deaf, being brought up in a family, mastered not only the skills of self-service and domestic work, but also crafts and accessible forms of art. They were not considered full members of society. In the philosophical treatises of Aristotle "On the Feelings of Feelings", "On Sense Perceptions and Their Objects", the negative impact of deafness and dumbness on the mental development and cognitive abilities of the child is considered. In the Middle Ages, the Western European church saw in deafness, as well as in other human ailments, the "punishment of God" sent to children for the sins of their parents. Unable to find contact with the deaf and often recognizing them as insane, society shunned such people, accusing them of witchcraft. The deaf often became targets of persecution by the Inquisition. The Renaissance was a turning point in the development of society's relations with the deaf. More often than others, by the nature of their activities, clerics and doctors dealt with them.

The first provided them with charity in monasteries, where wealthy people often gave their deaf and dumb children. The latter made various attempts to "cure" the deaf-mute, to "wake up" his hearing. Everyday interaction with the deaf made it possible to discover their learning ability, the ability to communicate using gestures. History has preserved the name of the first person who, according to the ideas of that time, performed a miracle: the Spanish Benedictine monk P. Ponce De Leon taught oral speech, using sign language, writing and fingerprinting, to twelve deaf students.

The development of the practice of teaching the deaf in the countries of Western Europe was also supported by the first theoretical works in this area: a contemporary of P. Ponce, an outstanding Italian scientist and encyclopedist

D. Cardano not only gave a physiological explanation of the causes of deafness and dumbness, but also formulated the most important provisions in the practice of teaching the deaf. As early as 1620, the first textbook on teaching the deaf was published in Madrid, On the Nature of Sounds and the Art of Teaching the Deaf and Mute to Speak. It also printed the first dactyl alphabet used to teach the deaf. The author is the Spanish teacher J. P. Bonet, who summarized his own experience of home-schooling several deaf-mute children.

In the XVXVIII centuries. two directions were formed in the individual, and then in the school education of deaf children. They are based on the choice of “their own” means of teaching the deaf: verbal or sign language. In different historical periods, one or the other system played a dominant role, but to this day, these two main approaches to teaching the deaf exist in deaf pedagogy, continuing to cause controversy among scientists, the search for the merits and advantages of each of these systems.

In the second half of the eighteenth century. in England, Germany, Austria, France, the first schools for deaf children are being created. These are, as a rule, closed educational institutions of the boarding type, which is why they were called institutes. The second period in the development of deaf pedagogy began - from individual education of the deaf, deaf pedagogy passes to their school education. For two centuries in Europe, the USA and other countries, a school and preschool differentiated system of teaching deaf and hard of hearing children has been developing in closed educational institutions.

In the second half of the twentieth century. the spread of integration ideas, supported by significant progress in the field of hearing aid, the creation of an early detection system, early pedagogical assistance to children with hearing impairments, has led to the inclusion of a significant number of children with hearing impairments in general educational institutions, a reduction in the number of schools for deaf children, an expansion of the range of professions and specialties available for learning by the deaf in the structure of vocational education.

In Rus', the Orthodox Church and monasteries were engaged in charity for the deaf and other "wretched". The experience of raising and educating the deaf in Russia was also gained thanks to the organization of a system of public rather than church charity, a successful example of which was the creation of the St. Petersburg and Moscow Orphanages, where deaf children were brought up together with orphans, mastering the basics of literacy and craft. The mimic and oral systems of teaching the deaf appeared in Russia in the 19th century. in connection with the start of schooling. The first school was opened for deaf children from the upper classes in the city of Pavlovsk near St. Petersburg in 1806. The development of Russian deaf education in the nineteenth century. associated with the pedagogical activity of such well-known deaf teachers as V. I. Fleury, G. A. Gurtsov, I. Ya. Seleznev, A. F. Ostrogradsky, I. A. Vasiliev, N. M. Lagovsky, F. A. Rau . The Russian system of education for the deaf, formed in the 19th century, was based on the use of both verbal and sign languages in the educational process. However, already at the end of the century, preference began to be given to the oral verbal system of education, sign language began to be forced out of the special school for the deaf.

Since the beginning of the twentieth century. preschool education for children with hearing impairments. In 1900, the first kindergarten for deaf children was opened in Moscow, organized by the spouses F.A. and N.A. Rau. After the 1917 revolution, schools for the deaf in the USSR were transferred to the state education system. In the 30s. first classes appear, and then schools for hearing-impaired and late deaf children. The period that began in the 1950s was especially fruitful. Over the course of decades, a whole galaxy of outstanding scientists and teachers of the deaf has created an original Soviet system of education and training for deaf and hard of hearing children. The studies were carried out at the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR, where scientists-deaf teachers 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. and others.

The Soviet system of education for the deaf was distinguished by the following: the orientation of the content of education towards the mass education system; 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; the use of sign language as an auxiliary means of education and training; creation and implementation of an active approach to learning in the educational process (S. A. Zykov and others).

Causes of Hearing Loss

The idea of the causes of hearing impairment is of great importance for characterizing the developmental features of children of early and preschool age, identifying the degree of negative impact of hearing loss on mental development, and assessing the state of speech. Accounting for the causes of hearing loss is also necessary when determining pedagogical measures and predicting the effectiveness of correctional work.

There are different views on determining the causes of hearing loss. Currently, three groups of causes and factors that cause hearing pathology or contribute to its development are most often distinguished.

The first group includes the causes and factors of a hereditary nature that lead to changes in the structure of the hearing aid and the development of hereditary hearing loss. The hereditary factor becomes important if the hearing is reduced in one of the parents. The probability of having a deaf child in deaf parents is quite high. Hereditary hearing loss can be either dominant or recessive. Recessive hearing loss usually does not occur in every generation.

The second group consists of factors of exogenous impact on the organ of hearing of the fetus, causing the appearance of congenital hearing loss. Among the causes of congenital hearing loss, infectious diseases of the mother in the first half of pregnancy, especially in the first three months, stand out first of all. Of the infections, rubella is the most dangerous for the organ of hearing. Among other infections that can affect the development of the organ of hearing and its functioning, influenza, scarlet fever, measles, herpes, infectious parotitis, tuberculosis, toxoplasmosis are noted.

One of the factors contributing to the occurrence of congenital hearing loss may be maternal intoxication, in particular the ototoxic effects of certain antibiotics. Other types of intoxication that can cause hearing pathology include alcohol, the influence of certain occupational hazards. Among the causes of congenital hearing loss in children are also called injuries to the mother during pregnancy, especially in the first months.

The cause of congenital hearing pathology can also be the incompatibility of the blood of the fetus and mother according to the Rh factor or group affiliation, which causes the development of hemolytic disease of the newborn.

The third group includes factors that affect the hearing organ of a healthy child in one of the periods of its development and lead to the onset of acquired hearing loss. The causes of acquired hearing loss are manifold. The most common cause of this is the consequences of an acute inflammatory process in the middle ear. The degree of hearing loss in diseases of the middle ear can be different: mild and moderate degrees of hearing loss are more common. However, in some cases, severe hearing loss also occurs. This usually occurs due to the transition of the inflammatory process to the inner ear.

Persistent acquired hearing impairment is most often associated with damage to the inner ear and the trunk of the auditory nerve. In some cases, the inner ear suffers from the transition of the inflammatory process from the middle ear.

In the etiology of persistent hearing impairment in children, the role of infectious diseases is especially great. Of the infectious diseases that cause severe pathology of the hearing organ, the most dangerous are meningitis, measles, scarlet fever, influenza, mumps.

A significant percentage of persistent hearing impairment is associated with the use of high doses of ototoxic antibiotics, which include streptomycin, monomycin, neomycin, kanamycin, etc. According to some reports, hearing loss in children under the influence of ototoxic antibiotics accounts for about 50% of acquired hearing loss in children.

One of the causes of hearing loss is various injuries. The auditory organ may suffer due to birth trauma due to compression of the baby's head, as a result of the imposition of obstetric forceps. Serious hearing impairment can occur when the inner ear is injured due to falls from a great height, during traffic accidents.

Among the causes of hearing impairment, diseases of the nasal cavity and nasopharynx, especially adenoid growths, are of great importance. Most often, with these diseases in children, there is a violation of sound conduction, which disappears with proper treatment. However, determining the causes of hearing loss is in some cases quite difficult. Firstly, it is possible that there are several causes that cause hearing loss at once. Secondly, the same cause can cause hereditary, congenital or acquired hearing loss or deafness.

Diagnosis of hearing impairment

In our country, there is a state system for the early detection of children with suspected hearing loss. Diagnosis of hearing impairment is carried out with the help of a medical and pedagogical examination. The medical examination is carried out by an otolaryngologist and includes an otiatric examination and an audiological examination. Audiology is a branch of medicine that develops questions about the state of hearing, its disorders, as well as methods for diagnosing, preventing and eliminating these disorders.

A pedagogical examination is carried out by a defectologist teacher and involves: registration of the child's behavioral reactions to the sound of low-, medium-, and high-frequency toys and speech; identifying the ability to perceive by ear uttered by a voice of conversational volume and a whisper of onomatopoeia, babble words, full words and phrases. The place and degree of hearing damage are determined by audiometry methods measuring hearing acuity by determining the smallest sound intensity perceived by a person.

Varieties of audiometry:

Tonal - a study of hearing using an audiometer that supplies the simplest signals (tones) that change in frequency and strength of sound;
Speech allows you to determine the area of \u200b\u200bhis speech hearing and the level of speech understanding in a hearing impaired person;
Electrocortical study of the electrical potentials of the brain and auditory nerves.

In children from one to three years old, the diagnosis of the state of auditory function is carried out using the method of reflex reaction to sound.

Speech audiometry is used to study hearing in children over 3 years of age.

The choice of a method for examining hearing in children depends on: the age of the child; his maturity; ability to concentrate; willingness to cooperate; well-being.

CHAPTER 2 PEDAGOGICAL SYSTEMS OF SPECIAL

EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT.

2.1 Pedagogical classification of children with hearing impairment

The need to differentiate the contingent of people with hearing impairments is closely related to the practice of constructing medical and pedagogical typologies of children with persistent hearing impairments. The issues of research and classification of residual auditory function in children with hearing impairments have long been of interest to both otorhinolaryngologists and deaf teachers. The pedagogical classifications created by them are addressed to the teacher and are aimed at substantiating various approaches to teaching people with hearing impairments, and medical classifications are intended to give otorhinolaryngologists guidelines for the treatment and prevention of diseases leading to hearing impairment.

In our country, the most widespread classification of hearing impairment in children, proposed by L. V. Neiman. Its difference from the previously developed ones is that the diagnosis of deafness is made at a lower degree of hearing loss. Three degrees of hearing loss are set depending on the arithmetic mean hearing loss in the speech frequency range.

Some classifications are based on both the ability of a child with hearing loss to perceive speech at a certain distance from the speaker, and the criteria for loudness in decibels. Recognizing the importance of medical classifications of hearing impairments, teachers of the deaf have always emphasized the need for psychological and pedagogical classifications that provide, after an adequate diagnostic determination of the state of auditory function observed in a child, the most rational choice of corrective measures and teaching methods.

Based on the psychological concept of L.S. Vygotsky, his student R.M. Boschis conducted research on the developmental characteristics of children with hearing impairments. The results formed the basis of her pedagogical classification of children with hearing impairments. Creatively applying the teachings of L.S. Vygotsky about the complex structure of the development of abnormal children, in which primary and secondary factors interact, R. M. Boskis developed a scientific justification for their classification, proposing new criteria that take into account the uniqueness of the development of children with hearing impairment:

1) the degree of damage to the auditory function;

2) the level of speech development with a given degree of damage to the auditory function;

3) the time of occurrence of hearing loss.

The basis of this classification are the following provisions.
The activity of a disturbed auditory analyzer in a child differs from the activity of a disturbed auditory analyzer in an adult. An adult by the time of the onset of a hearing impairment has a formed verbal speech, verbal thinking, is a formed personality. His hearing impairment is primarily an obstacle to listening-based communication. In a child, hearing impairment affects the entire course of his mental and speech development, leads to a number of secondary disorders, including impaired development of thinking, speech, and cognitive activity.

Of great importance in understanding the development of a child with hearing impairment is taking into account the interdependence of hearing and speech: the higher the level of speech development in a child, the greater the possibility of using residual hearing. The ability to rely on the preserved remnants of hearing is greater for someone who owns speech.

The criterion for assessing a violation of the auditory function in a child is the possibility of using residual hearing for the development of speech. The criterion for distinguishing children with partial hearing loss from deaf children is the possibility of using hearing in communication and developing speech in this hearing state. According to this criterion, a distinction is made between hearing loss and deafness.

Deafness is a persistent loss of hearing, in which it is impossible to independently master speech and intelligible perception of speech, even at the closest distance from the ear. At the same time, the remnants of hearing are preserved, allowing you to perceive loud non-speech sounds, some speech sounds at close range. According to audiometric data, deafness is not only a hearing loss above 80 decibels, but also a loss or decrease in hearing at various frequencies. Especially unfavorable is the loss or a sharp decrease in hearing in the region of frequencies related to speech.

Hearing loss is a persistent hearing loss, in which independent accumulation of a minimum speech reserve based on the remaining hearing remnants is possible, the perception of inverted speech at least at the closest distance from the auricle. According to audiometry, a hearing loss of less than 80 decibels is detected. The degree and nature of speech development in hearing impairments are due to a number of reasons: the degree of hearing impairment; the time of onset of hearing impairment; pedagogical conditions for the development of the child after the onset of hearing loss; individual characteristics of the child.

R. M. Boskis identified two main categories of children with hearing impairments: deaf and hard of hearing. The category of the deaf includes children for whom, as a result of congenital or acquired deafness at an early age, independent mastery of verbal speech is impossible. The category of hearing impaired includes children who have reduced hearing, but on its basis, independent development of speech is possible.

The deaf and hard of hearing differ in the way they perceive speech. The deaf master the visual and auditory perception of verbal speech only in the process of special training. Hearing-impaired people can independently master the perception of speech at conversational volume in the process of natural communication with others. The value of visual perception of speech increases depending on the severity of the hearing impairment.

A separate group in relation to the formation of speech and its perception are late-deafened. These children are distinguished by the fact that by the time they had a hearing impairment, they had already formed speech. They may have different degrees of hearing impairment and different levels of speech retention, but they all have verbal communication skills, verbal and logical thinking has been formed to one degree or another, for such children, when entering a special school, an important priority is to master the skills of visual or auditory-visual perception of speech addressed to them. Based on the pedagogical classification, differentiated special education is carried out for children with different degrees of hearing impairment and the corresponding level of speech development. The recommendation for a child of one or another type of special school takes into account not only the nature and degree of hearing impairment, but also the state of speech development. Therefore, late-deaf children tend to go to a school for hearing-impaired children; it is also advisable for a deaf child with a high level of speech development and well-developed oral verbal speech perception skills to attend a school for the hearing impaired.

2.2 Features of teaching children with hearing impairment

Special general education boarding schools are being created for deaf children. Such institutions solve the problems of education, general education and labor training of deaf schoolchildren, correction and compensation of shortcomings in their development. The school includes 12 classes, in addition, a preparatory class for children of 6 years. Deaf children receive an education in the amount of an eight-year mass school in 12 years. Usually there can be no more than 12 people in one class. Particular attention in correctional and educational work is paid to the formation and development of verbal speech and verbal-logical thinking, the expansion of active speech practice, and the development of residual hearing. The basis of the didactic system of teaching deaf and hard of hearing children is the subject-practical activity, which acts as a basis for general and speech development, the formation of cognitive activity, independence and consciousness in the acquisition of knowledge, skills and abilities. The main requirement for the education process is the organization of a developing auditory-speech environment, which provides for auditory-visual and auditory perception of oral speech with the help of sound amplifying equipment.

A special school of type I, where deaf children study, conducts the educational process in accordance with the level of general education programs of three levels of general education:

Stage 1 primary general education (5-6 or 6-7 years, depending on whether the child studied in the preparatory class);
Stage 2 basic general education (5-6 years);
Level 3 complete secondary general education (2 years, as a rule, in the structure of an evening school).

In schools operating on a bilingual basis, not only is equal education in verbal and sign language carried out, but the educational process is conducted in sign language. As part of a special school of type I, classes are organized for deaf children with a complex structure of a defect. The number of children in a class should not be more than 6 people, in classes for children with a complex structure of a defect - up to 5 people. The main attention is paid to the development of speech of deaf children, which is the most important factor in the system of social adaptation of the child. Thanks to verbal speech, deaf children can develop comprehensively, master the basics of science, communicate with those who hear, on the basis of which their social adaptation takes place.

In a special school of type II, hearing-impaired and late-deaf children study.

If during the learning process it becomes necessary to transfer a child from one department to another (it is difficult for a child in the first department or, conversely, a child in the second department reaches a level of general and speech development that allows him to study in the first department), he is transferred to the first department according to ICPC recommendations and with parental consent. Children who have reached the age of 7 are admitted to the first grade in any of the departments if they attended kindergarten. Class occupancy in the first department up to 10 people, in the second up to 8 people. In a special school of type II, the educational process is carried out in accordance with the levels of general educational programs of three levels of general education:

Stage 1 primary general education (in the first department 4-5 years, in the second department 5-6 or 6-7 years);
Stage 2 basic general education (6 years in the first and second departments);
Stage 3 secondary (complete) general education (2 years in the first and second departments).

2.3. An integrated form of education for children with hearing impairment

Integration into society of a person with special educational needs and limited ability to work today means the process and result of granting him the rights and real opportunities to participate in all types and forms of social life on an equal footing and together with other members of society in conditions that compensate for his deviations in development and disability. In the education system, integration means the possibility of a minimally restrictive alternative for persons with special educational needs.

In relation to children, this means the following.

A child with special educational needs also has common needs for all, the main of which is the need for love and a stimulating environment. The child should lead a life as close to normal as possible. The best place for a child is his own home, and it is the duty of local authorities to ensure that children with special educational needs are brought up in their families.

All children can learn, which means that all of them, no matter how severe the developmental disorders, should be given the opportunity to receive an education.

Integration as a socio-pedagogical phenomenon dates back several centuries. A look at the history of special education has shown that the idea of co-educating children with developmental disabilities and ordinary children has existed since the time when their right to education was recognized. The history of special pedagogy knows many examples of organizing joint education of children with special educational needs and ordinary children. In most cases, these experiments were not successful, since the teacher of the mass school did not own special teaching methods and techniques.

Worldwide, the most controversial issue is the integration of children with hearing impairments. Thus, an extreme point of view is expressed in the resolution of the Congress of the World Federation of the Deaf: "Integrated education is suitable for all categories of children with special educational needs, except for the deaf."

Most countries that adhere to the ideas of integrated education for a part of children implement them through education in special classes and in regular classes with supportive education. The main advantage of the integration of children with hearing impairments is a full-fledged speech environment, which leads to better speech development than in a special school. The second plus is that the child attends a local regular school and is not separated from the family. The third plus is that as a result of constant communication with hearing children, the habit of communicating with hearing children is developed, and in the future this makes it easier to adapt to training in a mass secondary or higher educational institution and to work together with hearing people. In the course of scientific research, the main conditions conducive to the effective integration of children with special needs have been identified.

Early detection of hearing impairment and carrying out corrective work from the first months of life, since only in this case it is possible to achieve fundamentally different results in the development of the child, including such a level of development that allows him to study in a mass institution.

Reasonable selection of children of different ages with hearing impairment, who can be recommended integrated education and training, taking into account: a high level of psychophysical and auditory-speech development corresponding to age or close to it; opportunities for mastering the qualifying program within the time limits provided for by the mass school; personal characteristics of the child, his sociability, lack of complexes; parents' desires for their child to be brought up with hearing people, their opportunities to actively participate in his education; opportunities to provide effective remedial assistance.

Creation of variable models of integrated learning depending on the age of children, the level of their psychophysical and auditory development, place of residence The most comfortable model of joint learning for a child with hearing impairments is to include him in a team of hearing peers from the first days of his stay in an institution. Otherwise, psychological discomfort may arise: the child was brought up in a special group, where his own team was formed, in which the child occupied his own, special place. When entering a new children's community, the child experiences significant difficulties, both due to the peculiarities of his development, and in connection with the status of a "stranger" who came from another group. If a child with a hearing impairment has a sufficiently high level of psychophysical development and is subsequently constantly brought up in a group of hearing children, then this discomfort is gradually overcome.

There are various forms of integrated learning.

Combined integration children with a high level of psychophysical and speech development are brought up on an equal footing in mass groups, receiving constant corrective assistance from a teacher-speech pathologist. This form of integration is recommended for children who speak phrasal speech and understand addressed speech. With this form of integration, the child visits a group of hearing children throughout the day, the teacher of the deaf conducts individual classes with him on the development of speech, the development of auditory perception, and the correction of pronunciation skills.

Partial integration children with hearing impairment, who are not yet able to master the educational standard on an equal footing with their hearing peers, join mass groups only for part of the day. Integration is focused on the stay of a child with hearing loss in the first half of the day in a special group, where frontal and individual classes are held, and in the afternoon in a group of hearing children. With this form of integration, it is desirable to have no more than two children with hearing loss in the usual group. The deaf teacher of the special group works with the educators of the regular group, identifies the difficulties of the child with hearing impairment, gives recommendations to the educators, and in the course of the lessons he works out the speech material that is difficult for the child.

Temporal integration all pupils of the special group unite with hearing children 1-2 times a month for various activities. Integration involves the participation of children with hearing impairments along with those who hear in walks, holidays, and some activities. Particular importance in this form of integration should be given to the preparatory work carried out by teachers of both a special group and a mass one. It consists in preparing for the meeting of children of two groups and is associated with the manufacture of games, didactic aids. Children with hearing impairments and hearing children participate in general classes on topics of interest to them, in staging fairy tales, puppet theater performances.

Full integration presupposes the constant stay of the child in a mass kindergarten or school, where general requirements are imposed on him, without discounts for his poor hearing. At present, this is the most common form of integration, especially in those regions where there are no special preschool institutions. Deaf and hard of hearing children integrated with normally hearing children are usually taken care of by their parents at home, and the deaf teachers of deaf rooms and centers control their development. Without the systematic help of parents, children, even with a slight hearing loss, may experience difficulties in a mass kindergarten, lag behind their peers in speech and cognitive development.

Conditions that are necessary for the full-fledged education of a child with hearing impairment in a mass kindergarten or school. Integrated education in a preschool can be recommended for deaf and hard of hearing children with a high level of general and speech development. The readiness of a mass preschool institution to work with a child with a hearing impairment: - the psychological readiness of teachers to work with a child, the desire to help him and his parents, to make the stay of a child with hearing impairment in a preschool or school useful and interesting for him. The integration of a child into a mass preschool institution is impossible without the active participation of parents. In the organization of integrated education for preschoolers with hearing impairments, the role of deaf teachers is great.

CONCLUSION

The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. At present, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. conditions and equal opportunities with ordinary children to receive education within the limits of special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation.

In order to really improve the quality of education for students with hearing impairments, it is necessary not only to look for and develop new, evidence-based approaches to this problem, but also to carefully study and analyze the richest historical experience, which will help to avoid mistakes and misconceptions and most fully implement the best ideas, advanced approaches. and techniques that often already took place in the past, sometimes quite distant from today.

Hearing is the most important of the human senses. Despite the fact that healthy people value it less than sight. But with the help of hearing we maintain a closer connection with the outside world than with the help of sight. Modern diagnostic equipment makes it possible to detect hearing impairment at any age, even in newborns. At the same time, audiological examination in children of different age groups has its own characteristics.

Timely determination of the state of hearing function in children is extremely important, since the development of speech function, the child's intelligence, as well as treatment, training and prosthetics with hearing aids depend on this.

The quality of education for children with hearing impairment has always been of great concern to scientists and teachers, because the results of education and upbringing largely depend on how it is delivered. Despite the various difficulties associated with teaching children with developmental disabilities in mainstream schools, best practices in teaching children with hearing impairments are increasingly being disseminated. The integration of children with hearing impairments into general education schools is not a mass phenomenon. This, as a rule, 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 Constitution of the Russian Federation and the Law “On Education” state that children with special health needs have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education. Today, many countries recognize integrated learning as the most promising organizational form of education for children with special educational needs.

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[Text] / N.D. Shmatko, T.V. Pelymskaya, -M.: Enlightenment, 1995.- 201 p.

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Deaf teacher conducts a lesson with a hearing-impaired child

The magazine "Otoscope" 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

Children with hearing impairment have a number of features in psychophysical development and communication. These features do not allow them to develop effectively, acquire knowledge, 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, sufficient education is obtained, and participation in labor activity is ensured.

Currently, the most common form of corrective care for children with hearing impairment is their education in special kindergartens and schools, as well as in special groups and classes at mass educational institutions. They conduct purposeful work on the upbringing and education of children with hearing impairment, starting from 1.5 - 2 years. Pedagogical influence is aimed at ensuring the overall development of the child (his motor, emotional-volitional and intellectual spheres), i.e. it is carried out in the same directions as in kindergartens for hearing children. During 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, and the development of thinking. From the age of two, purposeful work begins on teaching hard of hearing children to read and write (reading and writing in block letters). This is necessary in order to provide the child with a full perception of speech through reading and its full reproduction through 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 attributing a person to one or another category of hearing impairment should be the ability to perceive speech. It is believed that only those degrees of prolonged hearing loss can be attributed to hearing loss, in which there are difficulties in normal speech communication with others. The degree of these difficulties may be different, but, unlike deafness, the perception of speech (albeit loud, near the ear) is still preserved. The presence of perception of only individual tones with the impossibility of perceiving 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 (Table 1). It is based on the perception of both oral and whispered speech, since in loud speech there are elements of whispered speech (deaf consonants, unstressed parts of the word).

		The distance at which speech is perceived
Degree	colloquial		whispering
Light	6 m to 8 m		3 m-b m
Moderate	4m-6m		1m-3m
Significant			From auricle up to 1 m
heavy	From 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 of deafness	Speech disorder
1.5-2 years	Lose the beginnings of speech in 2-3 months and become mute
2-4-5 years	Speech persists for several months to a year, but then breaks up; to DOW there are a few barely intelligible words
5-6 years	In rare cases, they lose their speech completely
7-11 years old	Speech is not lost, but the voice acquires an unnatural character, intonation, word stress are disturbed, the pace of speech becomes fast. The vocabulary is limited (there are not enough words expressing abstract concepts; sentences are used mainly simple ones)
12-17	Speech is preserved completely, but its euphony and intelligibility are lost.

The following opinion of experts 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 various severe pronunciation disorders can still occur.

Among the many factors influencing the development of the speech of a child with hearing impairment, the following can be distinguished as the most important:

the degree of hearing loss - the worse the child hears, the worse he speaks;
the time of occurrence of hearing loss - the earlier it occurred, the more severe the speech disorder;
conditions for the development of the child after the onset of hearing loss - the sooner special measures are taken to preserve and educate normal speech, the better the results;
the general physical and mental development of a hearing-impaired child - a physically strong, mentally complete, 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 developmental delay, according to deaf teachers, is most pronounced 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. Of decisive importance for the development of children is the potential preservation of the intellectual sphere, other sensory and regulatory systems. With the correlation of the developmental features of children with impaired hearing with the course of normal development, we can say that they have 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 the practically unlimited possibilities for the development of deaf and hard of hearing schoolchildren. Despite the different severity of a hearing defect in a child: from a mild degree to a gross impairment of the auditory function or its complete absence, for such a child, the most significant is the early detection of a defect and the provision of pedagogical assistance. The main focus of such assistance is teaching speech. 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, pedagogical ones, which involve a purposeful organization of education and upbringing. The main idea here is the development of 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 impairment has been proven by centuries of practical experience. Various types of correctional and educational institutions for children with hearing impairments of preschool and school age create optimal conditions for learning and realizing the potential of children with varying degrees of hearing impairment and the level of speech development. Currently, almost all children with hearing impairments have a choice: study in correctional educational institutions or integrate into an educational environment with hearing children. The task of training is to gradually and consistently transfer the child's zone of proximal development to the zone of actual development. The constant expansion of the zone of proximal development ensures that disturbed mental development is brought up after training, contributing to the correction and compensation of deviations in the development of a child with hearing impairment.

The child's personality is a stable holistic psychological structure that is formed and manifested in activity, and is a dynamic, “open” structure. The formation of the personality of a child with a hearing impairment, as well as a hearing person, goes a long way. It begins at preschool age from the moment when the child learns to control his behavior. This formation most effectively occurs at school age due to a change in the social status of the child, the influence of the environment. In the works of scientists, it is emphasized that the development of the personality of a child with hearing impairment is influenced by the nature of communication, the originality of the child's personal experience and his attitude to the defect. In communication, there are huge opportunities not only for speech, but, above all, for the emotional and moral development of the child and personal development in general. However, in order 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 the use of 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 hearing-impaired child. Practical experience of working with children confirms that the most productive way of its formation is the correct organization of activities and skillful leadership 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.

Therefore, communication, activities for a hearing-impaired child are important conditions for familiarization with the norms of life in society, knowledge of relations between people, broadening their horizons.

The result of the development of a child with hearing impairment is the formation of stable and permanent personality traits. Some may arise and form when a hearing-impaired child begins to understand his 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 impaired hearing. Without entering into a sharp controversy about this idea, it can be confidently stated that hearing-impaired children relatively late begin to realize their defect as an obstacle to their development. It depends mainly on the environment of upbringing, the attitude towards a hearing-impaired child on the part of relatives and their social attitudes. The most typical of them 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 person who is aware of his insolvency, who is maximally dependent on others, requiring special treatment and attention from relatives 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 the child, associated with his awareness of himself as a disabled person. As a result, a hearing-impaired child often manifests inadequate selfish claims to people and inattention to those who care about him most of all. 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 families and teachers to find ways to overcome negative personal qualities in children caused by a defect.

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

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

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