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Mental development of deaf children in preschool age Socio-pedagogical conditions as an essential factor in the development of the psyche of a deaf child. Deaf doesn't mean outcast

Hearing loss is always a serious problem for both the child and his parents. It is hard to come to terms with the fact that a little man is deprived of the opportunity to perceive such a rich and innumerably diverse world of sounds for the rest of his life! It is painful to realize that the disease erects an invisible barrier between the baby and the people around him, isolating him from the world. 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 deaf child.

Children (as well as adults) can lose their hearing at different ages for one reason or another. Sometimes this happens before birth. If hearing impairment occurs before the child has mastered speech, it does not develop at all; if the baby already knew how to speak when the hearing impairment occurred, he begins to lose speech and may become deaf and mute. Sometimes the lesion covers a very large part of the organ of hearing, and then doctors talk about total deafness; if the affected area is smaller, then this hearing condition is qualified by physicians as hearing loss, and children are called hearing-impaired. Deafness is overcome thanks to the special organization of their lives. As a result, children remain deaf (or hard of hearing) by diagnosis, but become speakers. Their auditory perception of speech is also intensively developed.
Deaf people are just like everyone else

Deaf babies are completely normal children. They also love to run, play, dance, have fun and play pranks, experiment with different objects, build, sculpt and draw. But very often they have no one to play with. Parents of hearing children do not encourage their communication with the deaf, and sometimes even prevent such contacts. Why? Because an untrained deaf child does not speak. Instead of articulate speech, he makes exclamations, sometimes uses gestures, does not understand the addressed speech. In this, his behavior differs sharply from his peers with normal hearing, who, if due to age they cannot speak, understand the appeal. And their inarticulate babble is perceived by others as something completely natural ("After all, he is still small!").

Such situations traumatize the parents of a deaf child, and over time, he himself begins to feel different from others. But hearing loss, no matter how severe, is not an insurmountable obstacle in teaching a child to speak. All deaf children have certain hearing remnants, so auditory perception must be developed even if these remnants are minimal. When certain conditions are created, deaf children reach a high level of development of both speech and hearing.

Hearing-impaired children should live with hearing people and have equal opportunities with them. This is one of the main tasks of teaching and educating such children.

How can this goal be achieved?
Guide to action

First of all, it should be as early as possible (up to a year when speech is not yet developed) to identify the presence of a hearing pathology in a child. Do not neglect preventive examinations by an ENT doctor (in the first 2-4 months, in 1 year and then every six months). If the parents have suspicions, and it seems to them that the baby does not respond to sharp sounds, to the speech addressed to him, does not look for the source of the sound, you should immediately contact a specialist. He will conduct an initial examination and, if necessary, send him to a specialized medical center, where a more thorough diagnosis will be carried out for the baby. Otherwise, you can miss precious time, and it will be much more difficult to catch up. After consulting with an ENT doctor, examining and establishing an accurate diagnosis, you should immediately purchase two hearing aids for the baby - always one for each ear (preferably programmable or digital). Tips "from savings" to do with one must be rejected immediately! Doctors must choose an individual mode of operation of the devices. To do this, the baby is given to listen to various sound signals with their help and fix responses to them. In addition, audiogram data1 is used to set up the device. Hearing aid is the most important condition for the full-fledged hearing and speech development of a deaf child. All deaf or hard of hearing children should wear hearing aids at all times. With their help, they will develop auditory perception and oral speech.

1 Audiogram - a curve showing deviations in hearing acuity from the norm (in decibels) for different sound frequencies.

But that's not all. As soon as the doctor establishes the diagnosis, you should immediately begin special classes with the child. The sooner this process begins, the more successful the rehabilitation will be. Parents themselves will be able to conduct classes, under the guidance of specialists and with the help of methodological aids. The latter describe in great detail the types of activities and techniques with which you can teach a deaf child to speak.
How to conduct classes?

Development of oral speech

No special items are required to play with a deaf child. The most common toys are used - dolls, cars, animals, cubes and so on. But the game should be real, and not turn into formal exercises. During actions with each toy, it is necessary to bring it to the lips for a moment, placing it at the level of the chin (so that the baby sees the articulation), and call the toy a simple onomatopoeic word, for example: la-la, bi-bi-bi, av-av, meow . The child perceives these words with the help of vision and the remnants of hearing, as he wears hearing aids. A daily recurring situation with the use of these toys, but in different game activities, will lead to the fact that the baby will pronounce a word himself. The first will be followed by the second, the third ... The pronunciation may turn out to be inaccurate, approximate, but it does not matter - the main thing is that the baby will begin to designate the names of objects using speech. Later, babbling words need to be replaced with full-fledged, commonly used ones.

Adults should specially organize game situations during which the child isolates actions, and parents designate them with words: walks, runs, sleeps, cries, eats ... When the baby begins to use these words independently (albeit with an approximate pronunciation), it's time to use whole phrases, for example, mom is sitting, the car is driving, dad is walking, the dog is running ...

In this activity, the child simultaneously learns to speak and understand speech in oral form.

Learning to read

In addition to speaking, it is important to teach your child to read. Small children can be offered tablets with words written in block letters. At first, children perceive words as a whole, they are not taught individual letters, they do not read syllables. Reading from the first steps becomes a meaningful process for them: behind every word there is a representation, an image. It is necessary to constantly work to ensure that the kids understand speech, because reading or repeating what another person said does not mean understanding.

Learning to write

Simultaneously with reading, the child should be taught to write. You can write with felt-tip pens in block letters on unlined landscape sheets. At the same time, the baby freely places his hand on the sheet and can write words in any place and direction in letters of any size. Over time, the nature of the letter is streamlined, it becomes even and neat.

Development of auditory perception

Of particular importance are classes on the development of auditory perception. After all, wearing hearing aids in itself does not give the desired effect - children need to be taught to listen to the sounds of the world around them, to speech, to isolate different elements in it, so that the structure of words perceived by ear is gradually refined. Developing auditory perception helps deaf children better understand the spoken language of people around them. Auditory training should be done daily for 20-30 minutes for many years.
Learning how to communicate effectively

So, children have learned to speak, although their speech is peculiar and often resembles a foreign language. With devices, it is much easier for them to understand the people around them, already at preschool age they can read and write. And yet, the kids still do not participate in games with other children. Why is this happening? Most likely, adults are too concerned about the educational side of the child's life and do not think about his place in the microsociety. And you need to think about it from the moment you start classes. It is very important that parents do not hide the deafness of their child in cases where others express surprise at the quality of his speech. After all, the reason for this is hearing loss, and not some terrible contagious disease. It is necessary to create a special space of a friendly attitude towards the child. Not only relatives, but also acquaintances, closest housemates should know that parents are engaged with the baby, teach him to speak, listen, understand the speech of others. And if from time to time you show them the success of the baby in the accumulation of words, writing, reading, drawing, making homemade products, dancing or mastering physical exercises, the positive effect will not be slow to affect. The normal behavior of a child attracts not only adults, but also children, evokes sympathy and a desire to be "friends" - at least to play. At the same time, speech recedes into the background, but during the game it becomes absolutely clear that a deaf child is speaking (even if he does not speak fluently). The wall of misunderstanding is destroyed, communication becomes free and natural.

It is important that the number of friends for a deaf child increases. To do this, it is useful for parents, not content with playing in the yard, from time to time to invite hearing children to their home and organize some interesting activities and games for the whole company. So a deaf child will become closer and more interesting to other children, because he knows how to do a lot, comes up with interesting games, explains how to play them.

Parents need to educate in their child such qualities as goodwill, willingness to help other people, attentiveness to others. Successful adaptation in society largely depends on these properties of character. Therefore, these qualities should be cultivated in a child. For example, you can take treats with your baby to neighbors on the occasion of a family holiday, at a meeting - ask a friend how he feels, invite the baby to make a gift to one of his relatives or friends for his birthday with his own hands.
We cultivate independence

Gradually, from a relatively narrow circle of acquaintances, the child moves into a much wider space. And the family must properly prepare this transition. At first, the baby simply goes to the store with his parents, and they include him in the buying process. For example, a father pays money, and a son or daughter receives goods from the seller. Later, the child will have to go shopping on his own. Previously, parents should discuss and speak with him the dictionary that will need to be used when purchasing this or that thing. In order for the new manifestation of independence to be successful, it is better for parents to warn the seller in advance that a deaf baby will come to him. In this case, the child will be correctly understood, and not made a remark due to incorrect pronunciation. Since now there are many shops, tents, kiosks near our houses, the residents of the area and the sellers, as a rule, know each other. Therefore, an agreement will not be difficult. Gradually, the child will master nearby retail outlets and new forms of behavior for him.
Hello big world!

The older a deaf child becomes, the more opportunities for inclusion in society he has. He becomes a library subscriber, visits museums, theaters with a repertoire that is easy to understand, even concerts for children. All these activities parents should also prepare in advance. The child must be told where he will go, what he will see there, introduced to new words; he is also prepared for proper behavior in museums and theaters. Returning home, you should again talk with the baby, discuss him and your impressions of the exhibition or performance. Thus, deaf children are introduced to culture, on the one hand, and integrated into society, on the other.

Clearly contributes to full communication and attending a kindergarten. A deaf kid must definitely take an active part in concerts for parents, festive matinees and other similar events. He can read poems, dance, play some musical instrument. This is also an important step in the socialization of children with hearing impairment - publicity teaches them to overcome shyness and fear of a large audience.

Very useful for the socialization of deaf children are excursions and trips in which family friends and comrades of the child participate. Under these conditions, he learns to act in a group, in a team; learns to subordinate his interests and desires to the desires and interests of others. The ideas about the surrounding world are expanding, the child's speech is improving, because he communicates with a large number of speaking and hearing people of different ages.

Participation in the work of circles and sections brings great benefits to deaf children. Such kids should be engaged in them on their own, communicating with the teacher and other children without the participation of their parents. Adults may be interested in the success of their child, communicating directly with the leader of the circle or section.

The implementation of the described models of education and the inclusion of deaf and hard of hearing children in society will help them grow up liberated, open to contacts, and independent. Some deaf children know one or even several foreign languages ​​and study music. Many study in ordinary schools and vocational schools together with hearing peers, study at universities (at law, economics and other faculties), and can successfully work in a variety of positions.

Thus, under certain conditions, deaf and hard of hearing children become full members of society. The main thing is to help them overcome difficulties and become masters of their own destiny. Good time!

Introduction

Radical transformations in all spheres of society's life demanded an urgent need for a deep rethinking of the existing system of upbringing and education of the younger generation. Continuing education should become an integral part of every person's lifestyle. Comprehensive development of the personality, the maximum realization of the abilities of each - its main goal. The implementation of this lofty goal is supposed to be at school as an initial stage in the formation of a personality, the formation of a scientific worldview, ideological maturity, and political culture. It is at school that such qualities of a citizen as social responsibility, self-discipline, respect for the law should be laid, self-government skills should be developed. The modern school is faced with the task of revising the content, improving the methodology and organization of educational work, and implementing an integrated approach to the matter of education.

The need for an integrated approach to education has found some development in the theory and practice of domestic pedagogy. So, recently in the theory of pedagogy, an integrated approach to education has been substantiated as one of the leading principles of education. There is no doubt that in the near future the theoretical foundations of an integrated approach will be developed in connection with the creation of an integral system of lifelong education. In connection with the foregoing, there was an urgent need for a scientific substantiation of an integrated approach to specially organized upbringing and education of children with hearing impairments.

In defectology, there is such a section as deaf pedagogy (from the Latin Surdo - deaf) - the science of the upbringing, education and training of children with hearing impairments (deaf, hard of hearing, late deaf). Deaf pedagogy develops on the basis of the principles of general pedagogy. Based on the psychophysiological and pedagogical characteristics of children with hearing impairments, deaf pedagogy develops a system of special education and training, principles for organizing special educational institutions. Special education and training ensures the comprehensive development of the spiritual and physical strength of children with hearing impairments, equipping them with knowledge of the fundamentals of science, preparing them for work and life among those who hear. Deaf pedagogy is closely related to related sciences: psychology, otolaryngology, speech therapy, physiological acoustics, linguistics, as well as electronics and radio engineering in connection with the development and use of the residual auditory function of students. Deaf pedagogy includes the theory of upbringing and education of children with hearing impairments of preschool and school age, the history of deaf pedagogy, private methods in general education subjects, deaf psychology. In Ukraine, children of preschool and school age with hearing impairments are brought up and educated in state institutions included in the general system of public education.

It should be said that the problem of an integrated approach to the upbringing and education of deaf children (we will further consider only this category of children with hearing impairments) has not yet been specifically considered in the theory of deaf pedagogy. We made an attempt to highlight this topical issue, but it most likely reflected a methodological and recommendatory nature. However, it would be a big mistake and injustice to say that an integrated approach to the problems of deaf pedagogy arose literally today. Special upbringing and education of deaf children as special activities are unthinkable without the existence of an integrated approach to them.

First of all, it is necessary to decide what the very concept of "integrated approach" means. Literally, the word "complex" (lat.) means connection, combination. There is a slightly different interpretation of the word, "complex" is "a set of objects, phenomena or properties that form one whole." We consider it appropriate to give an interpretation of the concept of "complex" in science, which is directly related to our problem, in psychology - "Complex in psychology -" a certain combination of individual mental processes into one whole "or" ... a group of heterogeneous mental elements connected by a single affect. Thus, a complex is understood as a set of constituent parts of a phenomenon or process that mutually complement, enrich and ensure its integral qualitative existence or functioning.

The concept of an integrated approach to education is based on the provision on the dialectical unity of the individual and the general, part and whole, the universal connection of phenomena and their integrity is expressed.

The philosophical proposition about a holistic approach to the phenomenon under study, about the comprehensiveness of its study through the establishment of interdependencies and interconnections of its individual parts, sides, about the fact that in each individual there is immanently a feature, the essence of the general and vice versa - each individual, organically intertwined into the general, at the same time and acquires the essential properties of the general, and enriches it qualitatively with its characteristics - this dialectical position constitutes the motodological basis of the integral, i.e. an integrated approach to education, to the problem of the comprehensive development of the individual in the process of education.

Education as a phenomenon, an object of cognition, a type of activity, a relationship, art itself can act both as a general, and as a separate, and as a part, a structural element of an integral system of a higher order, organization - society. In this sense, the essence of an integrated approach to education will be to ensure the unity, integrity of such complexes:

1. The unity and interconnection of the objective circumstances of education;

2. The structure of the personality of the educated person;

3. Education as an activity of the subject of education;

4. Education as a science.

As you can see, an integrated approach is a truly scientific approach to understanding such a complex phenomenon as education. It is applicable and works effectively when considering phenomena, objects of reality, relationships, activities, etc. all systems and levels. In this sense, an integrated approach works like a universal requirement, like a law. When considering an integrated approach to education, it acquires the rank of a fundamental principle that reflects the main, essential aspects of the educational process, which determines the final result - the comprehensively harmonious development of the individual.

The above understanding of the essence of an integrated approach to education is entirely applicable when considering the problems of educating deaf children in a special school. Moreover, the requirement to implement an integrated approach to the specially organized upbringing of deaf children is even more mandatory than in a general education mass school. To be fair to what has been said, let's consider a number of complexes, which we have conventionally identified above, but in reality are closely interconnected and thus necessitate the implementation of an integrated approach to the upbringing of deaf children.

The first complex is the unity and interconnection of the objective circumstances of upbringing. These include, firstly, those circumstances that reflect the structure of society, its life processes - material, political, spiritual. Our society is a society in which public ownership of the means of production still prevails, where all its members, including the deaf, are guaranteed constitutional freedoms and rights, where illiteracy has been eradicated. Both the economy, and politics, and ideology, and education, and upbringing, and the spiritual life of society—everything is aimed at developing the productive forces and production relations that are characteristic of a truly democratic society.

Objective circumstances, firstly, also include the immediate environment of a person. For deaf children, it is primarily a family and a school. As already noted, the system of special education and upbringing of deaf children is included in the general education system. The country provides universal differentiated education for deaf children, providing them with work after graduation, and in case of special success in their studies, they are given the opportunity to receive secondary, secondary specialized and higher education.

Thus, the objective circumstances of the specially organized process of educating deaf children, in the broad sense of the environment, are structurally and functionally extremely complex and diverse. Each of their components can be considered separately as a chain of systems, subsystems, constituent parts and elements that have a corresponding effect on the result of education. But no matter how different in their structure, nature, functions, objective circumstances, they are all essentially humanistic, democratic. In this sense, they objectively presuppose precisely the reproduction of themselves and an adequate person in the process of education. It is this circumstance that is an extremely important prerequisite for the successful implementation of an integrated approach to education in a special school for the deaf. The teacher of the deaf in his work can and should make the most of the broad educational opportunities of the environment in a holistic unity for organizing and conducting the educational process with the aim of the comprehensive development of the deaf student.

The second complex is the structure of the personality of the student. Structurally, a person is a totality, an integral unity of the biological, psychological and social. The understanding of the biological essence of a deaf person is based on the philosophical position about a person as a directly natural being.

Natural features (a certain level of biological organization, the human brain, the human nervous system) are the most important prerequisites for mental development. The driving forces, factors in the development of a deaf person are not his human natural features, but the totality of social relations that he assimilates and changes from the first days of his life (family, school education, training and education in a special school, socially useful labor activity).

The founder of modern domestic psychology and defectology L.S. Vygotsky made a great contribution to the study of the personality of an abnormal child, to substantiating the problem of compensation for a defect in the process of specially organized upbringing and education of abnormal children. He argued that the blind and deaf feel their inferiority not biologically, but socially. It is not the defect in itself that decides the fate of the individual, but its social consequences, its socio-psychological organization. That is why “a deaf-mute speaker, a blind worker, participants in the common life in all its fullness, will not themselves feel inferiority and will not give others a reason for this. It is in our hands to make sure that a deaf, blind and feeble-minded child is not handicapped. Then the very word disappears, a sure sign of our own defect. The position of L. S. Vygotsky that “a child with a defect is not yet a defective child”, “that in itself blindness, deafness, etc., private defects do not yet make their carrier defective”, “that “substitution and compensation" as a law, arise in the form of aspirations where there is a defect "played a big role in the development of the theory and practice of modern deaf pedagogy. It serves as the basis for the inexhaustible humanism and optimism of domestic defectologists. This is evidenced by the fact that in the conditions of modern reality, unlimited all-round development of deaf children is possible.

A deaf person from birth cannot master the language of words without special training by a speech pathologist. Having a preserved intellect and all other analyzers, except for auditory, he is able to develop on the basis of sign speech. However, gestural speech is not able to replace verbal. Therefore, the thinking of a deaf person, untrained in the language of words, remains at the level of reflection of reality and has a concrete, visual-figurative character. The development of the compensatory forces of the body of a deaf person without learning the language of words is very, very limited. A deaf person without a language remains mute. The healthy forces of the body, intellectual spiritual, emotional-volitional, motivational and practical spheres of it as a potential personality do not receive proper development. This determines the social status of the deaf. Remaining human by nature (biologically), he remains aloof from a full-fledged life in a society of people, is practically in social isolation. To overcome a physical illness - deafness and its consequence - dumbness is possible only when teaching the deaf language of words as a means of communication, cognition and thinking. This is the most difficult and special task, which can be solved only under conditions of special education and training for deaf children.

Teaching the language of deaf children is a highly complex problem! This is a subject of special consideration. However, without fundamental provisions, we will not be able to give a true picture of the personality of the deaf. For the language of words, verbal speech for the deaf plays a decisive role in the development of his biological, mental and social essence, contributes to his comprehensive development as a social personality.

If we are talking about language acquisition by a hearing child, there are oral and written forms of verbal speech. In the same order, the language of words is mastered in the norm - by a hearing child. A hearing child perceives by ear the speech addressed to him, reproduces it by imitation. Entering into various relationships with elders and his own kind, he practically learns the language of words, learns the world around him, develops both biologically and socially. Biological and social is not the sum of two terms, but an interconnected, interdependent, indivisible, integral unity - a complex.

A deaf child in relation to a hearing child is in different conditions. By ear, he can not perceive oral speech. Therefore, it is necessary to create conditions corresponding to its nature for it. Workarounds are needed to master the language of words. In the modern didactic system of teaching the language of deaf children, according to the principle of the formation of speech communication (S.A. Zykov), three forms of verbal speech are distinguished: dactyl, oral and written. As the initial form of speech, which most fully corresponds to the nature of a deaf child, a finger, visually perceived form of verbal speech is used - a dactyl form. Each dactylem corresponds to a certain letter of the alphabet. The teacher of the deaf, using sound-amplifying equipment, clearly pronounces the word with the most clear articulation, simultaneously and conjugately “pronounces” (dactylizes) it with his fingers, presents the deaf person with a card with this word. A deaf person by imitation reproduces the word dactyly and orally by pronunciation. This word corresponds to the object, its property or the action that it denotes. This is the most general, schematic way of teaching the verbal speech of a deaf child. It is presented by us in order to demonstrate the operation of the mechanism for compensating for the missing hearing in the conditions of special language training for the deaf.

First, the deaf person perceives the spoken word visually. He is specially taught to read oral speech from the face. Secondly, he learns dactyl speech. When dactyling, the child develops muscular kinesthesia of the hand. For a deaf person, speaking with a hand is not just a movement of the fingers. At the same time, the development of higher mental and physiological processes of the cerebral cortex, the functions of the central higher and peripheral nervous systems take place. When dactyling in a deaf person, strong neurodynamic connections are formed between the kinesthesias of the hand, the articulatory apparatus, and the cerebral cortex. Thirdly, while articulating, the child develops the speech motor apparatus, voice formation, speech breathing, and the corresponding reflex activity occurs. Fourthly, thanks to sound-amplifying equipment, the child develops auditory perception of the spoken word, its phonetic image. Fifthly, a deaf child reads a word from a card presented by a deaf teacher, while assimilating the written form of speech. in the process of pedagogically expedient activity, deaf children on the same speech material assimilate in a complex dactyl written and oral forms of speech. The language of words is acquired by deaf children in the process of live direct communication, i.e. while performing the main social function.

The compensatory role of language is enormous and comprehensive. By developing mental activity as a function of a special part of matter called the human brain, language contributes to overcoming the consequences of deafness, the development of social and biological parameters of the deaf person, the most complete integration and adaptation of him in the hearing environment as an equal worker of society.

Thus, with an integrated approach to the personality of a deaf person in a specially organized educational process, it is possible to achieve higher forms of compensation, expressed in creating opportunities for the comprehensive development of students. It involves mastering the knowledge of the fundamentals of sciences on the basis of the language of words, the formation of a scientific worldview, the development of the ability to apply knowledge in practice, the readiness and ability for systematic work, the development of high socially valuable and moral qualities of the individual.

The third complex is education as a type of activity of the subject of education. In a modern general educational special boarding school for deaf children, social education of students is carried out. In terms of its goals and objectives, the education of deaf students basically coincides with the general principles of pedagogy. the goal of social education of deaf children includes the comprehensive development of the personality based on the mobilization of compensatory capabilities, the complete overcoming of the consequences of deaf-muteness for healthy mental and physical development; mastering scientific and technical knowledge based on the formation of the language of words as a means of thinking and cognition; studying the basics of production and instilling in the child labor skills and abilities in the chosen specialty; the formation of the qualities of universal morality and the skills of cultural behavior in a team. This goal provides for the training of deaf and dumb children as active participants in social development, who are able to overcome difficulties and are able to participate on an equal basis with hearing people in creating public and personal benefits.

The lofty goal of the social education of deaf children, its achievement in the real process of education presupposes a high quality of education. Even L. S. Vygotsky ardently defended the need for social special education of abnormal children, pointed out that the special education of abnormal children requires "special pedagogical techniques, special methods and techniques", and also that "only the highest scientific knowledge of this technique can create a real teacher in this area. He emphasized that “we must not forget that it is necessary to educate not the blind, but the child first of all. To educate a blind and deaf person means to educate blindness and deafness, and from the pedagogy of childhood handicap to turn it into a defective pedagogy. In these thoughts of the deepest meaning, L.S. Vygotsky contains the quintessence of specially organized education for deaf children. The educator must be a defectologist-deaf teacher with a higher education in surodopedagogics. Based on deep knowledge of general and special pedagogy and psychology, he must, focusing on the real possibilities of the deaf, in accordance with the goal of social education, plan the work. The surodopedagogue must act competently, applying the correct, effective methods of educational work. He must see in a deaf pupil, first of all, a personality. The personality of a deaf educatee should become a kind of geometric locus of points of specially organized upbringing and education. The educator as the subject of education in his work is constantly faced with a complex of feelings, moods, experiences of pupils and his own. Deafness naturally evokes feelings of pity and compassion. The great humanist, L.S. Vygotsky saw the highest manifestation of humanism not in the fact that the educator, the teacher showed indulgence and concessions, focusing in their work on a defect, but, on the contrary, that they created difficulties within reasonable limits for deaf children in the process of their upbringing and education, taught to overcome these difficulties, and thus developed the personality, its healthy forces. Speaking about special education, he emphasized: “Tempering and courageous ideas are needed here. Our ideal is not to cover the sore spot with cotton wool and protect it by all means from bruises, but to open the widest path to overcoming the defect, its overcompensation. To do this, we need to assimilate the social orientation of these processes.

The ideas of L. S. Vygotsky on the ways of developing special education and training of deaf children were further developed in the theory and practice of domestic deaf pedagogy (N. D. Yarmachenko, R. M. Boskis, A. I. Dyachkov, N. F. Zasenko S. A. Zykov, T. S. Zykova, E. P. Kuzmicheva, E. N. Martsinovskaya, I. V. Koltunenko, L. P. Noskova, M. I. Nikitina, J. I. Shif, etc. ). The question of choosing the right paths, the appropriate content of effective forms and methods of educational work in the school of the deaf is one of the central problems of an integrated approach to education.

The fourth complex is education as a science. Social education should be a strictly scientific system. Its foundation, methodological basis is dialectical, scientific philosophy. Public education of deaf children is a truly humanistic system. In our modern society, for the first time in the history of mankind, the dominant nationwide system of special education aims at the comprehensive and harmonious development of deaf citizens. Thanks to the unity of objective and subjective factors, social education acts as a single holistic complex system for educating deaf children. This contributes to the most complete compensation for deafness and the comprehensive preparation of graduates of the special school for the deaf to a full-fledged independent life in society. As a single complex system, social education is managed by society, taking into account its needs and requirements, in accordance with its order for the type of personality it needs in a specific historical situation.

As a science, public education has its own subject, its own content. It studies the laws, principles, categories, directions of education, the system of universal and specific humanistic values, the value orientations of the individual. These categories constitute a special section of science - the theory of social education.

The theory of social education of deaf children is based on dialectical and historical materialism as a general methodology. The theory of education of deaf children is closely connected with general and special pedagogy and psychology, with the medical and pedagogical foundations of defectology (general neuropathology, psychopathology, anatomy, physiology and pathology of the organs of hearing and speech).

Separate aspects of the upbringing of deaf children are considered in deaf pedagogy, in deaf psychology in private special methods. However, general questions (methodology, laws, principles, content, etc.) of education are the subject of the theory of education. In the center of the subject of the science of education is the integral personality of a deaf schoolchild. It (the personality of a deaf person) serves as a central point linking together a complex of information about oneself, about the sciences listed above. This circumstance determines the complexity of science and education.

Education is not only a science, but also an art. If education as a science gives us answers to questions - what? then the questions - how? how? the method of education gives us the answers, i.e., the art of educating. The methodology of education studies a variety of ways, forms, ways, methods, methodological techniques, means of practical implementation of educational work. The upbringing methodology section includes the search for optimization, increasing the effectiveness of upbringing, as well as planning and managing the educational process. The theory and methodology of education are closely linked, forming a single complex - the science of education.

The essence of the complex approach to the specially organized upbringing of deaf children is far from being exhausted by consideration of the four system-forming unities, links (complexes) identified by us. In special pedagogy, this issue has not yet been considered, and in general pedagogy, as a rule, until recently, a one-sided meaningful interpretation of the essence of an integrated approach to education in the spirit of the well-known thesis of the XXV Congress of the CPSU as ensuring close unity of ideological-political, labor and moral education prevailed. There is no doubt even today the relevance and productivity of the very approach to the complexity of education as a unity of the above-mentioned main areas of social education. This is all the more important today, in our days of reorganization and the formation of the economic, political, spiritual spheres of society in a period of humanization, democratization, public life.

For a more complete characterization of an integrated approach to the education of deaf schoolchildren, it is necessary to take into account the fact that a deaf student in a real educational process is both an object and a subject of education. It must be frankly admitted that there is no in-depth scientific consideration of this aspect of an integrated approach to the education of the deaf. The difficulty lies in the weak scientific and theoretical elaboration in deaf psychology of that deeply internal most complex psychological formation called the orientation of the personality. And this is another complex, which, ultimately, is decisive for the scientific understanding of the process of self-education and self-education of the personality of a deaf student.

Thus, in our analysis of the essence of an integrated approach to a specially organized process of upbringing and education of deaf children, the following types of unities, connections (complexes) are presented: 1) unity and interconnection of objective circumstances of upbringing; 2) the personality structure of a deaf student; 3) education as an activity of the subject of education; 4) education as a science and art. The analysis of the integrated approach to education under consideration shows the exceptional importance of this way of increasing the effectiveness of social education and the degree of its complexity as a pedagogical phenomenon with all its connections and dependencies. In an integrated approach, the totality of organizational, content and methodological unities of an integral special process of educating and teaching deaf schoolchildren finds its maximum expression.

Educational work in a school for deaf children requires serious rethinking. Along with providing pedagogical assistance to students in doing homework, it is important to fill the content of the work of such special boarding schools with classes of interest, to create an atmosphere of caring attitude towards children, close to home conditions. The successful solution of the tasks set requires, in turn, the improvement of the organizational and methodological work of educators.

The study of the state of educational work in a number of special general education boarding schools for deaf children in Ukraine made it possible to identify a number of shortcomings in the work of educators, among which the most typical are the following:

- insufficient awareness of educators with the principles of organizing student self-government and the formation of civic maturity among schoolchildren;

- weak relationship between educators and teachers in ensuring the unity of educational work;

- poor knowledge, and often complete ignorance of the specific psychological and pedagogical foundations for teaching and educating deaf children, the individual characteristics of deaf pupils and taking them into account in educational work;

- individual tendencies of formalism in educational work: mechanical transfer of experience in educational work from a general education school to a school for deaf children, enthusiasm for mass educational events, underestimation of individual work, etc.

The foregoing indicates the need for expedient planning of methodological work in order to eliminate the shortcomings noted above as much as possible. Meanwhile, the issues submitted for discussion at meetings of methodological associations of educators in a number of special schools are not always subordinate to the specific tasks of the educational process; in individual schools, methodological work with pupils is dominated by coverage of theoretical issues without connection with the practical life of the general school team; insufficient attention is paid to conducting practical classes, solving specific pedagogical situations that arise in the work of educators, analyzing and introspection of educational activities, putting into practice the achievements of psychological and pedagogical science and advanced pedagogical experience; self-education of educators did not become an organic part of the methodological work.

As a rule, in special boarding schools for deaf children, the staff of educators is quite numerous. In some boarding schools, the number of teachers is from 40 to 60 people

It is quite clear that it is not advisable to follow the path of creating one method association with such a large number of educators. Almost all of this mass of teachers is united only by the position they occupy as a “tutor”. These are educators of preschool groups, in the presence of a preschool department at the school, preparatory, grades 1-4, 5-7, 8-12. Both goals and tasks, and content, and organizational forms, and methods of educational work with each of the named age groups of deaf children are in many ways deeply original and specific. In order to better organize methodological work with educators in special schools for deaf children, several methodological associations of educators are being created. In our opinion, the most expedient combination of educators in methodological associations can be as follows: a) preschool groups, grades 0-3 - one meta-association; b) 4-7 classes - the second method association; c) 8-12 classes - the third method association. The content of the work of methodological associations is determined by the tasks facing the methodological and teaching staff, taking into account the state of educational work in a given school.

The work plans of school methodological associations of educators are drawn up in accordance with the problematic topic that the school team is working on in the academic year. The starting points for planning can be:

- tasks defined by government decrees on the school, directive documents and instructive-methodical letters of the Ministry of Education of Ukraine, public education bodies;

- the results of teaching and educational "work for previous years;

- problematic issues that the school's pedagogical team is working on.

The head of the methodological association, as a rule, is one of the most experienced educators with a higher defectological education, based on the problematic issues facing the school staff, determines the main directions of educational work and plans specific activities for their implementation.

The primary tasks of methodological associations of school educators include:

- study of the methodological foundations of education and social education, government documents on the school;

— study and implementation in practice of the achievements of general and special pedagogy and psychology. advanced pedagogical experience;

- mastering new methods and techniques of education, skills and abilities of organizing extracurricular activities;

- systematic study and analysis of methodological developments, instructions, recommendations regarding the content, forms and methods of extracurricular activities;

- a methodology for studying the upbringing of students for an expedient educational influence on them and increasing the effectiveness of the educational process as a whole.

The solution of these problems primarily depends on the level of organization and content of the work of methodological associations of educators of the school for the deaf.

In most schools for deaf children, educators are persons who have a general pedagogical education and who know the psychological and pedagogical characteristics of a deaf student in a purely practical way. This circumstance dictates the need for the head of the methodological association of educators to deeply study the qualitative composition of educators: education, work experience (general pedagogical and special), acquired practical experience, etc.

Before planning the work of a methodological association, the leader needs to conduct an interview with each member of the association, the essence of which boils down to something like this:

1. Find out objective data (education, previous work, plans for the future, etc.) who have replenished the teaching staff of the school;

2. What difficulties do you experience at work? What help do you need?

3. What did you learn from the work of the method of association in the last academic year that was useful for you?

5. What questions would you like to discuss at the meetings of the method association.

6. Your wishes for improving the work of the methodological association.

The data obtained are analyzed and taken into account when determining the content of the work. The method of combining. At the same time, the directions of the methodological work of the district, city are also taken into account. Only if the above is observed, the drawing up of a work plan for a methodological association of educators will be as close as possible to the creative process, the ultimate goal being aimed at solving the problems facing the school staff in modern conditions.

My daughter is now 2.10. The birth was the first and, I would not say that it was difficult. Midwives and doctors at the maternity hospital said - everything is fine, the baby was born healthy! And I breathed a sigh of relief...

Five months later, I noticed that the baby does not respond to the voice, turns only to squeaky toys. The pediatrician advised me to see an audiologist. I will never forget my first appointment with an audiologist ...
I was told that my daughter had a second degree of hearing loss. For me, the whole world turned black, I went home and really didn’t see anything. Tears flowed like a stream on their own. I didn't feel like talking, eating or drinking. My child DOES NOT HEAR...
In order for us to be prescribed hearing aids, the third degree of hearing loss was written in the card.

Seeing a child with devices on tiny ears, I burst into tears again. Another influx of emotions came at the moment when they made individual inserts in the ear. To do this, a special mass is poured inside, after a few minutes it hardens, and a “silicone” example is taken out of the ear for the future plastic liner. But you had to wait a few minutes ... Remember how unpleasant it is when water gets into your ear. It crunches, the ear is bursting ... And what is it like for a one-year-old baby?

We live in Nizhnevartovsk, and in order to undergo an examination at a higher level, we were offered to go to Surgut. And I will remember this day for the rest of my life - I was told that my daughter has total deafness ... After that, we underwent KSVP and ASSR many times, but the result did not console, her hearing worsened and cannot be restored.

We were put in line for cochlear implantation, but every cell, every part of me was against it. There, in Surgut, I first saw an implanted boy and was horrified! The huge implant occupied almost half of the head! I didn’t want this for my child… But days and months went by and I didn’t see any improvement in my daughter’s speech development in hearing aids, she uttered only vowels, heard loud sounds.

At the beginning of 2010, we received a call and were told to collect tests for implantation. And I agreed! The operation lasted almost two hours, after it you can not drink and eat for 2 hours. The baby slept almost all day, only in the evening she asked for a drink. Three days later, she again ran around the ward, played with other children and laughed, as if nothing had happened.

We stayed in the hospital for half a month, the first connection of the implant was made in a month. When I saw the implant, all my fears disappeared - it turned out to be not so scary, because every year the technique improves, and this also applies to implants. We have Freedom 5, the newest one, it comes with a control panel, a dryer, 2 batteries, headphones and many other gadgets that I didn’t even have time to figure out! Audiologists warned that each child reacts to new sounds differently - someone listens, someone starts laughing, and someone cries ... My daughter was crying.
We got used to the implant for more than a month - she just threw tantrums when I put a processor on her ear. They saved themselves by walking - it was autumn, she did not know how to take off her hat, and the sandbox from the swing distracted her.

I patiently waited for the baby to get used to the new sounds, because, having got used to the hardware sounds, she simply did not distinguish between implant sounds, when she starts to react to her name and finally pronounce consonants ... The most difficult for hearing-impaired children to perceive are the hissing sounds “s”, “sh ", etc. I was in seventh heaven when I heard "bahi", as she calls the car.

4 months have passed since the connection, and my child repeats almost everything, of course, in her babble language, but if you think that just six months ago she spoke only vowels and did not really hear anything, for me this is progress, with a capital letter. I know that you shouldn’t fold your hands on this, like, “he hears and it’s okay”, you need to do a lot so that the child speaks like me, or you, you need to talk and talk every minute so that the baby accumulates a dictionary. Many, roughly speaking, “hang themselves” that their children are talkative or why they are; Mommy, dear, rejoice in this, because I still only dream about it. And if the question arises whether to do cochlear or not, do not think, do it, your baby will be grateful to you later!
Now I remember everything as a nightmare, all the examinations, computed tomography, anesthesia, documents, tests, minutes before the operation, minutes after, tantrums with getting used to the implant ...
But it was worth it!

According to statistics, there is one deaf child per thousand newborns. But every year there are more such children due to past illnesses or due to treatment with any drugs that gave a hearing complication.

In the process of growth, the child learns the world around him through sight, touch and smell. With the help of hearing and speech, he understands people, learns about their intentions, and also learns the variety of human communication. Communicating with others, the baby learns the emotional shades of speech that are not perceived, transmitted in a different way. Therefore, a hearing-impaired or deaf child perceives the world around him differently than healthy people see and perceive it.

Hearing-impaired and deaf children: features, characteristics, development

Children who have reduced hearing from 15-20 dB to 75 dB are considered hard of hearing. Unlike deaf children, they are able to accumulate a minimal vocabulary due to their hearing impairment. Despite the fact that these words are not quite complete in their phonetic design, they can be understood. And most importantly, thanks to this, you can communicate with them. But only on one condition: that these children stay in a speaking environment. It is also important to conduct individual speech development classes with them.

Hearing impaired children experience:

  • deviation of the psyche from the norm;
  • violation of some functions of the psyche, which determine the course of development of his personality.

In connection with defective hearing, there is a change in the course of general development, as well as a significant complication of social adaptation. Defective speech in hearing-impaired children is subject to the following patterns:

  1. Limited vocabulary.
  2. Pronunciation defects.
  3. Inadequate assimilation of the sound composition of the word.
  4. Limited understanding of spoken language.
  5. Misunderstanding and use of words.
  6. Limited understanding of printed text.
  7. Agrammatism.

The development of children who are hard of hearing is directly dependent on the early diagnosis of hearing impairment, as well as on the successful organization of special education. But there is one problem: the development of speech is directly related to hearing, and the intelligence of the child depends on these two factors. Complete deafness is diagnosed at an early age, and the fact that a child does not hear well can only be found out at school age. Children who are hard of hearing understand only snatches of phrases, and not the whole sentence. In this regard, they do not receive an important part of the information about the world around them, they lag behind their peers in studies, they need special preparation for school.

In case of early detection of pathology, special training is carried out with children, they also constantly wear a hearing aid. Due to this, they are almost no different from their peers in intellectual development. In addition, such children must attend specialized preschool and school institutions. After teaching the child to hear and understand ordinary conversational speech, he can be transferred to a regular school.

In deaf children, as a rule, the sound-receiving part of the hearing aid is affected. In the hearing impaired, as a rule, one sound-conducting part (middle ear) is affected.

Deaf children are characterized by:

  1. Most of them have residual hearing (perception of very loud sounds with a power of more than 80 dB in the range up to 1000-2000 Hz);
  2. Cannot master speech without outside help.
  3. Communicate with the hearer using gestures and facial expressions.
  4. Without special education, they become deaf and dumb.
  5. Lack of hearing interferes with the full knowledge of the world around.

Hearing-impaired children: treatment

Hearing loss is characterized by persistent hearing loss. Often it occurs as a result of acute or chronic otitis media, which can cause such changes in the structure of the middle ear - the appearance of scars, adhesions, which lead to impaired mobility of the tympanic membrane, the appearance of holes in the tympanic membrane. Diseases such as influenza, measles and scarlet fever can also lead to hearing loss due to the fact that they cause pathological processes in the auditory nerve and inner ear. There are cases when children are born deaf due to a violation of the auditory organs during fetal development. Like congenital hearing loss, the hearing loss that occurs in early childhood can disrupt the baby's speech development.

Modern medicine distinguishes three degrees of hearing loss: mild, moderate and severe. The lung is characterized by a decrease in hearing, in which whispered speech differs at a distance of 1-3 meters. Medium - at a distance of less than 1 meter. In a severe form of hearing loss, whispered speech does not differ at all, even if you shout in the person's ear.

To improve hearing with hearing loss, the following methods will help:

  1. Blowing out the ear or pneumomassage of the eardrum.
  2. Physiotherapy.
  3. The use of drugs: strychnine, vitamin B1, aloe extract, nicotinic acid.
  4. Prosthetics and learning to read lips.
  5. Surgical intervention.

Nowadays, there are several types of surgical operations that contribute to the complete restoration or significant improvement of hearing. These include: myringoplasty, tympanoplasty, prosthetics of auditory ossicles. Sometimes the restoration of auditory functions is possible with absolute deafness. The specialist determines the type of operation, having previously studied the degree of damage to the auditory organ.

Education for hearing impaired children

For deaf children, training in specialized educational institutions is intended. As in special schools, so in kindergartens, such students are divided into two groups: in the first group, those with slight flaws in pronunciation are trained, in the second group, kids with severe underdevelopment of speech.

For the full development of such children, they need to be taught the following skills:

  1. Oral speech.
  2. Auditory perception.
  3. Reading.
  4. Letter.
  5. Independence in communicating with hearing people.

In order to develop oral speech in a child, specialists use different teaching methods. A variety of toys come to the rescue (animals, dolls, cars, cubes). If the baby is interested in some kind of toy, then it should be brought to the face, drawing his attention to the articulation, and clearly name the object. If such an activity is carried out every day, then after a while the child will be able to pronounce this word in syllables. Thus, it can be taught many words. This occupation requires a long time, patience and endurance. It's not easy. But even if the baby repeats approximately and indistinctly these words, you should rejoice - this is success. The main thing is that he understood the lesson and pronounces the words. Then teach him verbs. It will be easier to explain the action if the child performs it himself. For example: running, eating, walking. Repeat words with him as often as possible, this way you will teach him oral speech.

These children are taught to read with the help of a tablet with printed words. It is very difficult to teach a hearing-impaired person to pronounce sounds, it is easier for him to pronounce words entirely. It is important that the student understands the meaning of the word, and not only knows how to pronounce it.

These children are taught to write while reading. This is no less difficult than reading. It is very difficult for a child to learn to write without hearing sounds. But you have to be creative in this process. Use different colors of writing objects, let him write freely on the paper. Try to interest him, and training will bear fruit. Later, the letter will become more accurate. All of the above skills will be taught to the baby in a special school using different methods.

Hearing-impaired children in an educational school

Deaf or hard of hearing children in a general education school are taught according to an individual plan that allows them to realize their communication capabilities. The method is aimed at being able to overcome the difficulties in communication and science that may arise in the classroom and outside of school hours. This is the so-called integrated (inclusive) form of education. It includes the participation of hearing-impaired children in the educational process in correctional or regular classes at a general education school in the community. This training should take place at the request of the child and his parents. Integration requires an unhindered atmosphere and free access to educational services, career choice, employment and the full participation of a special baby in society.

The teacher must choose an individual form of work with a hearing-impaired student, as well as be able to diagnose the level of his development using various methods. In the process of learning, the teacher must track the dynamics of the child's development and keep a special diary of observations, as well as special pedagogical documentation that reflects the relationship of the psychologist and speech therapist with the student. Education should include an established process of interaction between the student, teachers, school and parents. It is very important to develop a tolerant attitude of healthy children towards a special child and his family. To do this, teachers conduct appropriate work with other students and their parents.

Especially for - Ksenia Manevich