In the process of activity, that is, the active interaction of a person with the surrounding reality, there is an improvement in mental processes, enrichment and complication of forms of cognition, assimilation of social experience.
The development of objective activity is preceded by a long period of mastering actions with objects - grabbing, nonspecific and specific manipulations, using objects according to their functional purpose and mastering a certain way of acting with objects, enshrined in social experience.
In children with hearing impairments, the transition from nonspecific manipulations to specific ones, to actual object actions, occurs more slowly than in hearing ones. In deaf children without special training, this development is slow and uneven. According to A. Wenger, G. Vygotsky, E. Leonhard, some types of actions appear in them only after two or two and a half years and even at preschool age. Children perform only a few actions, most often with familiar objects.
The development of the objective actions of deaf children continues in preschool age, when their methods of orienting activity change. Throughout preschool age, deaf children undergo a transition from primitive methods of orientation to more and more complex ones. However, according to A. Wenger, they do not have a sufficient generalization of their own experience of actions with objects. Therefore, children with hearing impairments do not realize the need to use the instrument in a new situation. They try to reach the goal directly, resorting to inadequate trials (for example, trying to throw a table, pushing a ball lying on its opposite end) and not paying attention to objects that can be used as a tool (for example, a stick). In cases where deaf preschoolers understand the need to use a weapon, they cannot always find it in their environment. This is due to the low level of orientation, insufficient selection of the properties of objects, the difficulty of correlating them.
Thanks to object-oriented activity, all types of perception develop, in the deaf child, first of all, visual perception, on which it relies in the implementation of object-related actions; movements develop and become more complicated, a genetically original type of thinking is formed - visual-effective.
Role-playing game is the leading activity of preschool children. A number of features are observed in the development of role-playing games in children with hearing impairments.
In terms of content, the role-playing games of deaf preschoolers are similar to the games of hearing children (G. Vygodskaya). The games of deaf children reflect the life of adults, their activities and relationships in the course of this activity. Deaf children play using the range of impressions they get from the life around them. But since the perception of the world by deaf children is carried out in conditions of limited verbal communication, one cannot expect a complete similarity in the content of the games of deaf and hearing children. Deaf preschoolers linger longer than hearing at the stage of object-process games, and their story games are the same and simpler than those of their peers with preserved hearing. Deaf children are not always able to independently realize the hidden meaning, but visual object actions are reflected in games. Deaf preschoolers are prone to pedantic, literal reflection in the game of reality. Due to the delay in speech development, the ability to generalize and creatively reflect reality in play turns out to be rather limited.
Most often, in the games of deaf children, it is possible to reveal a tendency towards stereotyped actions. Children mechanically repeat the same actions, words and roles. They strive to recreate the conditions in which this game took place before.
In the games of deaf children, mechanical imitation of actions is observed. As soon as one child starts some kind of game, as soon as several "followers" are in it, who begin to blindly imitate it. Following, the child usually does not bring a single detail into the game. Imitation is especially pronounced in children, but the play of older preschoolers is not devoid of elements of imitation.
Deaf children have difficulty substituting objects. Even an object that is functionally suitable for the role of a substitute is not always used by a deaf child. If an adult called a pencil a spoon or a cube an iron and the child agreed to call this object that way, this does not mean at all that she will begin to “eat” with a pencil or “iron” with a cube. The word (new name) for a deaf child does not yet dictate the method of action with an object. Formally accepting the new name of the object proposed by the adult, deaf children in a number of cases do not act in accordance with this new name of the object, but in accordance with its characteristics.
It is typical for deaf children that in the process of mastering play activity, their actions become more detailed, complete, filled with details and details. So, feeding the doll, the child is no longer limited to bringing a spoon to her mouth. Previously, she pours food from the pan into a plate, stir the food, blows on it so as not to burn the doll, pours the additive from the pan and feeds it again, etc.
Since the deaf child lags behind in the development of imagination, she cannot enter the role creatively. At primary school age, children develop educational activities. Features of the formation of educational activity in deaf primary schoolchildren are presented in the works of E. Rechitsky. According to her, all types of motives for learning activities are observed in deaf children. The motivation associated with getting high marks is especially significant for deaf students. Under the influence of education, the role of educational and cognitive motivation in deaf primary schoolchildren increases; in grades III-IV it takes the second rank place.
Due to the peculiarities of the mental development of deaf children, including the lag in the development of thinking and speech, significant difficulties are observed in the formation of all educational actions. One of the significant disadvantages of the learning activity of deaf children is that they often perform such learning activities that are dictated by the desire to satisfy the teacher's requirements. Due to the lag in the development of basic mental operations in deaf children, learning actions are more slowly formed, the underdevelopment of analysis and synthesis leads to difficulties in transforming the conditions of the problem, the underdevelopment of abstraction leads to difficulties in modeling the selected relationship. Learning activities are formed on a narrowed, insufficiently generalized basis, therefore deaf children experience difficulties in transferring learning activities to new conditions, to new learning tasks.
An important direction in compensation for hearing impairments and in social adaptation to life is attracting people with hearing impairments to work, providing them with opportunities to choose a profession.
Through such features of the mental development of children and adolescents with hearing impairments, such as the retarded development of mental operations, in particular analysis and synthesis, abstraction, they have difficulties in identifying and understanding the goal. In the process of working, they strive to get the result as quickly as possible, that is, to achieve the goal. But they lack dexterity, concentration, the ability to correlate the image of the future result with the resulting product, the ability to analyze the causes of difficulties. Sometimes adolescents and young men, in an effort to quickly get a result, neglect important labor operations. Hearing impaired adolescents often develop an awareness of the imperative to achieve their goals. Therefore, for the full-fledged formation of these qualities of labor activity, it is necessary to cultivate a positive attitude to work, the formation of appropriate motivation.
At the initial stages of labor activity, there are big problems for people with hearing impairments, especially with the awareness of interpersonal industrial relations. This is due to the slow formation of interpersonal relationships and mechanisms of interpersonal perception, as discussed above. In adolescents and young men, the evaluation criteria of interpersonal relations are not sufficiently formed, they often admit extremes in assessing the exact ones they encounter in the work environment, and they do not sufficiently differentiate personal and business relationships.
Features in the development of the motor sphere, characteristic of persons with hearing impairments, determine the range of professions that can be recommended to them. These features include such as insufficiently precise coordination and uncertainty of movements, difficulties in maintaining static and dynamic balance, a relatively low level of spatial orientation, which is slower in comparison with those who hear in terms of the speed of performance of individual movements, also a slowed down tempo of activity in general, a relative slowness in mastering motor movements. skills (A. Rozova).
An analysis of the features of the mental development of persons with hearing impairments is presented in the works of A. Rozov, which made it possible to determine the limitations in the selection and recommendation of professions: professions in which auditory control is required during work (for example, setting up equipment) are not recommended production and corresponding professions with acoustic signaling danger; the presence of violations of the vestibular apparatus indicates the impossibility of recommending professions related to work at height; many deaf people are discouraged from professions that require constant verbal contact with others; it is necessary to select a profession that corresponds to the level of education, a specific person with a hearing impairment has.
Labor activity, which includes students with hearing impairments, should have a moral basis, social significance and pedagogical orientation towards achieving a specific result in productive work.
Currently, in preschool institutions for children with hearing impairments, there are several forms of organizing assistance for children with complex impairments:
organization of special groups;
identifying a subgroup of children with learning difficulties in a regular group for the deaf or hard of hearing;
teaching a child with complex disabilities in a regular group for deaf or hard of hearing children;
organization of classes with a child with complex disabilities in a short-term stay group. Golovchits LA. Correctional and pedagogical assistance to preschoolers with hearing impairments with complex developmental disorders. // Defectology. - No. 6. 2006. -p.44
Hearing impairments are expressed in both complete (deaf children) and incomplete (hearing impaired children) hearing loss.
Children with hearing impairments are characterized by underdevelopment of all components of speech, and there are also specific difficulties in the formation of logical thinking. Therefore, the upbringing and training of hearing impaired children is differentiated not only depending on the degree of hearing impairment, but also taking into account the presence or absence of speech in the child.
In teaching children with hearing impairments, various means of communication are used: oral and written speech, fingerprinting, sign speech, lip reading. In cognitive activity, visual-visual forms of cognition play a greater role than verbal-logical ones. In the development of the verbal-speech system, written speech becomes especially important for the deaf. T.V. Varenova Correctional pedagogy: educational and methodological complex for students of the specialty "Social work". - Minsk: GIUSTBSU, 2007 .-- p. 31
One of the main tasks of correctional and pedagogical work with children with hearing impairments is the development of speech and logical thinking.
There are three main areas of work on the development of speech of deaf preschoolers: the formation and development of language ability; development of speech activity, preparation for mastering the basic laws of the language. Imitation is used to develop language ability. In addition, when teaching deaf children language, subject activities, teaching dactyl and speech based on visual perception are widely used. Correctional work is also aimed at developing phonemic hearing. Work on the development of phonemic hearing is carried out in conjunction with the correction of sound pronunciation, enrichment of vocabulary and warnings of agrammatisms.
Children with hearing impairments are characterized by underdevelopment of all components of speech, which is why speech therapy work is central. In case of hearing impairment, both substitutions and distortion of some sounds with others can be noted. Speech therapy work is differentiated depending on these options. Along with phonetic and phonemic disorders, children with hearing impairment often show signs of an unformed lexical and grammatical side of speech. The vocabulary is limited, the inaccuracy of the use of words, distortions of the syllable structure of words, the lack of grammatical structure of speech are noted.
When correcting violations of sound pronunciation in children with hearing impairments, they rely on visual-kinesthetic ideas about sounds based on the sensations of articulatory movements and the visual image of letters.
A.A. Venger, G.L. Vygodskaya, E.I. Leonhard have developed a program for conducting classes with deaf and hard of hearing children. This program provides for work in the following areas:
1.development of movements (basic movements and fine motor skills)
2. development of visual perception (perception of color, shape, size, spatial representations);
3. development of auditory perception (perception of the sound of musical instruments, words);
4. the formation of thinking (visual-effective, visual-figurative, logical);
5. the formation of speech (understanding of oral speech and mimic-gestural speech);
6. the formation of gaming activities;
7. training of fine arts. G.V. Fadina Special preschool pedagogy: Teaching aid for students of pedagogical faculties. - Balashov: Nikolaev, 2004 .-- p. 62
Output
Violation of auditory perception leads to underdevelopment of the functions most closely related to it - to underdevelopment of speech, to a slowdown in the development of thinking, memory, imagination and other mental processes. The components of the psyche in children with hearing impairments develop in proportions different from those of hearing children - there is a disproportion in the development of visual and conceptual forms of thinking, written speech prevails over oral.
ESSAY
Hearing impaired children. Features of training and education
1. Clinical, psychological and pedagogical characteristics of children with hearing impairments
learning parenting child hearing
Hearing plays an important role in the intellectual and speech development of a child. A child with intact hearing hears the speech of adults, imitates it and learns to speak independently. Listening to the explanations of an adult, the kid gets to know the world around him, masters the complex knowledge of reality, learns the meanings of many words. With the help of hearing, he can control his own speech and compare with the speech of others - this way he learns not only the correct pronunciation of sounds, but also the lexical and grammatical means of the language. In the future, preserved physical hearing is a prerequisite for mastering reading and writing.
Medical studies of the causes of hearing impairment indicate infectious diseases, toxic lesions, vascular disorders, mechanical, acoustic or contusion injuries, etc. Deafness and hearing loss can be hereditary, congenital and acquired.
At present, the state of auditory function can be determined already in the early stages of development. The place and degree of hearing impairment are determined using audiometry - tonal (using equipment), speech - for the initial test of hearing.
In our country, the most widespread classification of hearing impairments in children, proposed by L.V. Neumann. Deafness is diagnosed with hearing loss of up to 75-80 decibels. Three degrees of hearing loss are established depending on the arithmetic mean of hearing loss in the speech frequency range (500, 1000, 2000, 4000)
By classificationL .IN. Neumann(1961): hearing impaired childrendepending on the value of the average hearing loss in the range from 500 to 4000 hertz, can be attributed to to one of the following degrees of hearing loss:degree - does not exceed 50 dB; degree - from 50 to 70 dB; degree - more than 70 dB; deaf children,depending on the volume of perceived frequencies, include to one of 4 groups:group - 125-250 Hz; group - 125-500 Hz; group - 125-1000 Hz; - 125-2000 Hz and above. The conditional border between hearing loss and deafness is 85 dB. International classification(1988) depending on the average hearing loss in the range of three frequencies: 500, 1000 and 2000 Hz 4 degrees of hearing loss and deafness:degree - 26-40 dB; degree - 41-55 dB; degree - 56-70 dB; degree - 71-90 dB; deafness - more than 90 dB. Deafness- persistent hearing loss, in which independent mastery of speech and intelligible perception of speech at the auricle are impossible. In this case, a person can perceive some loud non-speech sounds (whistle, bell, tambourine). Deafness is congenital and acquired. Children with acquired deafness are early deaf (early deafness), speechless children, as well as late deaf, in whom speech is formed to one degree or another. Hearing loss- persistent hearing loss, in which it is possible to master speech based on residual hearing. At the same time, speech has specific violations. The deaf are hearing impaired children with severe speech underdevelopment and hearing impaired children with a sufficiently developed speech. Rakhil Markovna Boskis developed a scientific basis for the psychological and pedagogical classification, taking into account: a) the degree of impairment of the auditory function; b) the level of speech development at a given degree of hearing impairment; c) the time of occurrence of hearing impairment. Hearing impaired children are divided into 4 groups: deaf without speech (early deaf); deaf, retained speech (late deaf); hearing impaired with developed speech; hearing impaired with deep speech underdevelopment. The speech of hearing impaired children depends on the degree and time of hearing loss. If the hearing impairment occurs before the age of 3, then speech does not develop on its own. If hearing is impaired after 3 years, then the child will retain phrasal speech, but there will be deviations in the dictionary, grammatical structure of speech and sound pronunciation. If hearing is impaired at school age, then the child will be fluent in phrasal speech, but there will be errors in stunning voiced consonants when pronouncing words of complex syllabic structure. The level of speech development also depends on the conditions of upbringing, from the beginning of correctional work: the earlier correctional measures are taken, the more successfully speech develops. The speech of a hearing impaired child has its own characteristics, is characterized by illegibility, deafness, and a slow pace. A hearing impaired child who has lost speech at an early age has an underdevelopment of all components of the language system (vocabulary, grammar, phonetics). Written speech reflects all the defects in the oral speech of the hearing impaired. In addition to specific speech disorders in children with hearing impairments, there are other speech disorders, such as rhinolalia. With a mild degree of hearing loss, it is sufficient to increase the volume of speech in the classroom - this helps to activate the weakened hearing. With severe degrees of hearing loss, children are taught to read from the lips, use tactile and vibration sensitivity, and use residual hearing in the classroom. According to the presence or absence of additional deviations in the development of children with hearing impairments, they can be attributed to one of the following groups: children who do not have additional developmental disabilities; children with additional developmental disabilities (one or in combination): impaired intelligence, vision, musculoskeletal system, emotional and volitional sphere. So, children with hearing impairments are a heterogeneous group characterized by: the degree (hearing loss, expressed to one degree or another, and deafness) and the nature (conductive, sensorineural and mixed hearing loss) of hearing impairment; the time in which the hearing loss occurred; the level of speech development, the presence or absence of additional deviations in development. The success of corrective work with children suffering from hearing loss and deafness depends on a number of favorable factors: intensive systematic and adequate education for the child; active participation of the family in his upbringing and education; the potential capabilities of the child himself, his physical condition and personal qualities (activity, sociability, physical endurance, working capacity, etc.); use of deaf-technical means. ... Education and training of children with hearing impairments in the conditions of special preschool institutions and schools
Traditionally, correctional care for children with hearing impairment is provided in health care institutions (audiological offices, departments, centers, hospitals at ENT departments of large hospitals) and in the education system. The activities of preschool educational institutions are regulated by the “Model Regulations on Preschool Educational Institutions” (1995). Deaf and hard of hearing children of early and preschool age can be brought up and trained in the following educational institutions: a compensatory kindergarten for deaf and / or hearing impaired children; combined kindergartens; preschool groups, departments in special correctional general education schools, boarding schools for the deaf or for hearing impaired and late-deaf children. Children from 1.5-2 years of age can be admitted to preschool departments and groups at kindergartens, provided there are conditions for their upbringing. educational institutions for children of preschool and primary school age "Primary school - kindergarten" of a compensatory type for deaf or hearing impaired children and an educational institution for children of preschool and school age "School - kindergarten" for deaf or hearing impaired children. In the structure of these educational institutions there can be groups of children of preschool and preschool age, as well as either the primary link, or primary and basic school (from the first to 10-12 grades) for the hearing impaired or for deaf children. The scientific and methodological foundations of correctional education and upbringing of children with hearing impairments are laid down in the works of P.M. Boskis, G.L. Vygodskaya, L.A. Golovchits, G.L. Zaitseva, S.A. Zykova, B.D. Korsunskaya, E.P. Kuzmicheva, E.I. Leonhard, E.A. Malkhasyan, L.P. Noskova, N. D. Shmatko and others. The section "Development of speech" is one of the leading in the system of correctional work, since its tasks are associated with overcoming the speech and verbal communication disorders that are specific for deaf and hard of hearing children. The main tasks are: development of language ability; accumulation of vocabulary and work on the meaning of the word; the formation of various forms of speech (oral, written, dactyl); practicing various types of speech activity, conducting elementary language observations. Important corrective tasks are solved in the process of developing auditory perception and teaching pronunciation. The aim of this work is the formation and development of the skills of perception and reproduction of oral speech in children with hearing impairments. Work on the development of auditory perception in deaf and hard-of-hearing preschoolers is aimed at developing residual hearing: children learn to perceive speech material and non-speech sounds by ear. On the basis of developing auditory perception, the auditory-visual basis of the perception of oral speech is created and improved, the skills of verbal communication are formed. Thus, the work on the development of residual hearing and teaching pronunciation is aimed at solving the following problems: teaching the listening comprehension of speech material and non-speech sounds; creation and improvement of the auditory-visual basis for the perception of oral speech; formation of skills of verbal communication. Learning pronunciation involves: creating a need for oral communication; the formation of oral speech close to the natural sounding; widespread use of various sound amplifying equipment. Just like their normally developing peers, children with hearing impairments master systematized elementary ideas about quantity and number, size and shape, about the spatial properties and relationships of objects, counting and measuring skills in the classroom for the formation of elementary mathematical concepts. In preschool institutions for children with hearing impairments, particular importance is attached to learning to play. The formation of play activity involves the development of interest in games, learning to act with toys, the formation of role behavior, the ability to use substitute objects and imaginary objects and actions, the ability to reflect people's actions and their relationships in games, to unfold and enrich the plots of games. In the course of purposeful development and enrichment of visual and constructive activity, conditions are created for the aesthetic, cognitive development of preschoolers with hearing impairments. In classes on visual activity and design, in free activities, in the family, purposeful training in drawing, modeling, application, design is carried out. An important task associated with the development of visual and constructive activity is the sensory education of children. In the process of training, a systematic systematic development of various types of perception is carried out: visual, tactile-motor, motor. In the process of labor education of preschoolers with hearing impairments, an interest in adult labor develops, and an introduction to elementary labor activity takes place. Cognitive and social development of preschoolers occurs in the process of purposeful work to familiarize themselves with the world around them. Musical education is of particular importance in the process of correctional and pedagogical work with deaf and hard of hearing preschoolers. Here, the tasks of correcting and compensating for the developmental deficiencies of children are solved with the help of such means as the formation of the perception of music, the vocal-intonational development of the voice, the development of the rhythm of movements and speech. Musical education contributes to the emotional and aesthetic development of children, the development of their emotional responsiveness and sensitivity. Children who are brought up at home can receive remedial assistance: in the audiology rooms of the health care system at the place of residence; in hospitals at the otolaryngology departments of large hospitals at the place of residence; in groups of short-term stay at special preschool institutions (groups) and at scientific medical and pedagogical centers; in the centers of medical, psychological, pedagogical and social rehabilitation of the social protection system. The system of corrective assistance to children with hearing impairments is constantly being improved. A logical stage in its development is the search for models of integrated education and training. The greatest opportunities for the organization of integrated education are possessed by preschool institutions of a combined type. The following are possible forms of integration: time integration,in which all pupils of a special group, regardless of the level of psychophysical and speech development, are united with hearing children at least twice a month to carry out various educational activities; partial integration,in which children, who are not yet able to master the educational standard on a par with their hearing peers, join 1-2 people only for part of the day in mass groups; combined integration,in which children with a level of psychophysical and speech development corresponding to the age norm or close to it, 1-2 people on a par with hearing people are brought up in mass groups, receiving constant corrective help from a special group teacher-defectologist; with full integrationa child with a hearing impairment is brought up in a mass preschool institution without receiving the daily help of a specialist directly in the kindergarten; - mixed preschool groups,where children with normal and impaired hearing are brought up together (this is no longer 1-2 deaf children, but a group of 4-5 children). In a mixed group, not only two educators work, but also a teacher-defectologist. Organization of correctional education and upbringing in special schools for children with hearing impairments stage - primary general education (the standard term for mastering is 5-6 years, depending on the subjects, or 6-7 years, taking into account the preparatory class); stage - basic general education (standard term of development is 5-6 years) stage - secondary (complete) general education (standard term of development is 2 years). In the first grade, as a rule, children from 7 years old are accepted. For children who have not gone through preschool training, a kindergarten is organized. The occupancy of classes is 6 people. In schools of the 1st type, classes are organized for deaf children with complex disabilities (mental retardation, mental retardation), work in which is organized according to special curricula and programs. The occupancy of such classes is 5 people. In modern deaf education, both domestic and foreign, two systems of teaching the deaf are used: based on a bilingual approach; based on verbal speech. Currently, the national deaf-pedagogy is facing the problem of developing a new concept of special education for children with hearing impairments, based (as defined by A.A. The bilingual approach is based on the fact that verbal speech and sign speech are equal and equivalent means of the special educational process, which has become the fundamental principle of the bilingual approach. Sign speech- a way of interpersonal communication, deaf people, through a system of gestures. The lexical and grammatical patterns of gesture speech are determined by the originality of its main semantic unit - a gesture, as well as its functional purpose. The use of sign language in teaching the deaf contributes to: elimination of communication barriers between teachers and students; creating trusting relationships between children and adults; emotional coloring of the educational process; increasing the volume of educational information, accelerating its transfer; correction of the process of perception by students; assimilation of the general education school curriculum in full. The bilingual education system for the deaf operates in Scandinavian countries, Great Britain, Switzerland, Canada, USA, etc. In Russia, the bilingual school was created by Professor G.L. Zaitseva. Communication systemVerbal-based teaching for the deaf was developed in the 1950s. XX century domestic scientists-deaf teachers under the guidance of prof. S.A. Zykov. Its basic principles: the need for communication arises and develops in connection with the widespread use of various types of pedagogically organized activities; in order to activate verbal communication, dactyl speech (a kind of verbal speech, when a certain position of the fingers of the hand corresponds to each letter of the alphabet) is effective in combination with oral and written speech. L.P. Noskova substantiated the structural and semantic principle of special language learning, which is based on the use of a sentence as a material for systemic language acquisition. In accordance with the genetic principle, the teacher of deaf correlates the speech achievements of a deaf child with the norm for the purpose of linguistic compensation and programming. The activity principle reflects the subject-practical activity of students, in the process of which verbal speech and language acquisition become a necessity. When working with deaf students according to the system of their teaching based on verbal speech, there is a practical mastery of the language, followed by the study of linguistic phenomena and patterns. Subject-practical activity of students is considered as the basis for the formation of their concepts; development of speech as a means of communication; educating children of activity, independence, the ability to plan their activities. The development of the technical capabilities of hearing aids has significantly increased the effectiveness of teaching deaf children based on verbal speech and maximum reliance on residual hearing. Since the late 1950s. in Western European countries and in the United States, a system of early diagnosis and early pedagogical assistance began to gradually develop, which also included early hearing aid for children. In Croatia, a verbotonal method of teaching deaf people has been developed to develop their auditory perception and speech (an original pedagogical technology with the use of deaf technical achievements). Problems of early auditory-speech development were actively developed at the Research Institute of Defectology by T.A. Vlasova, E.P. Kuzmicheva E.I. Leonhard, F.F. Pay, A.D. Salakhova, N. D. Shmatko, T.V. Pelymskaya and others. Correctional institutions of the second type are created for the training and education of hearing impaired children (with partial hearing loss and varying degrees of speech underdevelopment) and late deaf children. The pricing level of general education of graduates of a special school of type II meets the regulatory requirements of the state general education standard. To ensure a differentiated approach in teaching hearing-impaired and late-deaf children, two departments are created: department - for pupils with slight speech underdevelopment due to hearing impairment, class size - 10 people; E department - for pupils with deep speech underdevelopment, class size - 8 people. The educational process is also carried out in accordance with the levels of general education programs of three levels of general education: primary, basic and secondary (complete) general education. Children from 7 years old are enrolled in the first grade of the 1st and 2nd departments, a preparatory class can be organized in the 2nd department. The pedagogical process, the basis of which is the correctional and developmental principle of teaching, has a special content and methodological orientation. The peculiarity of the content of special education for children with partial hearing impairment is due to the system of knowledge, skills and abilities, experience of creative activity and emotional-value attitude to the world, which assimilation ensures the development of personality, which is pedagogically adapted to the special educational needs of this category of students. The education of hearing impaired children is based on a polysensory basis, which is provided by a system of special classes, during which the following occurs: developing lip reading skills; mastering the technique of speech (the formation of a motor, kinetic base of speech in unity with the development of optical-acoustic speech representations); use and development of residual hearing. The domestic system of sensory education is based on the theory of perception developed by L.S. Vygotsky, B.G. Ananiev, SL. Rubinstein, A.N. Leontiev, A.V. Zaporozhets, L.A. Wenger et al. According to these theories, sensations and perceptions are special actions of analyzers aimed at examining an object and its features. To develop the analyzers of the child means to teach him the perceptual actions with the help of which the child explores the object and perceives new qualities and properties in it. Generalized methods of examining objects are important for the formation of comparison, generalization operations in a child with hearing impairment, for the deployment of mental operations. Language teaching is structured in such a way as to overcome the existing deviations caused by hearing defects. The primary tasks are: vocabulary accumulation; clarification of the sound composition of speech; assimilation of the grammatical system of the language; mastering different types and forms of speech activity. Writing and reading are the main means of language acquisition in the process of special education for the hearing impaired. An important role in this process is assigned to means of visualization, the use of which should primarily solve problems associated with mastering the content of educational material, and not only with its illustration. The development of ideas and concepts (from concrete to abstract and figurative) is facilitated by such visual-figurative means and techniques as dramatization, dramatization, pantomime, etc. Even a small degree of hearing loss can be an obstacle to the acquisition of reading and writing in normal learning environments. A hearing impaired child enrolled in a mass school should be provided with pedagogical assistance from a specialist deaf teacher, since such children experience difficulties: in the process of mastering reading and writing; when writing a dictation and performing independent written work; in understanding the teacher's explanations; when reading educational and literary text (due to its lack of understanding). Hearing impaired children have characteristic mistakes in writing: mixing of sounds similar in sound and place of formation; lack of mitigation; missing consonants with complex combinations; omissions of unstressed parts of the word. ... Professional education and social adaptation of people with hearing impairments
Hearing impaired young men and women acquire various specialties: at educational and production enterprises of the All-Russian Society of the Deaf; in vocational schools, colleges, universities; directly at enterprises, both public and private. The problem of employment of the deaf and hard of hearing, especially in the regions, is an acute, largely unresolved problem. In solving the problems of social adaptation of persons with hearing impairment, social and socio-pedagogical services should help. Bibliography
1. Belova N.I. Special preschool surdopedagogy. - M .: Education, 1985 .-- S. 88-97. Boskis R.M. Deaf and hard of hearing children. - M .: Publishing house of APN RSFSR, 1963. - S. 3-45.
Differentiated (special) training. Currently, the most common form of providing corrective assistance to children with hearing impairments is their education in special kindergartens and schools and special groups and classes at mass educational institutions. They carry out purposeful work on the upbringing and education of children with hearing impairments, starting from 1.5 - 2 years old. Pedagogical influence is aimed at ensuring, in accordance with the age characteristics of the general development of the child (his motor, emotional-volitional and intellectual spheres), i.e. it is conducted in the same directions as in kindergartens for hearing children. In the course of the entire educational process, special attention is paid to the development of the speech of children, their residual hearing, the formation of the pronunciation side of speech. From the age of two, purposeful work begins on teaching deaf children to read and write in printed letters - this is necessary in order to provide the child with a full-fledged perception of speech through reading and its full reproduction with the help of writing. In all special schools, purposeful developmental education of children with hearing impairments is organized, aimed at their wide socialization, all-round development of the child's personality, and ensuring the correction of the hearing impairment.
With all the positive for the general development of the child, which brings with it his upbringing and training in a special institution, it should be noted, however, and negative consequences. A mass kindergarten or school is usually located near the house where the child lives, therefore, visiting them every day, he is not cut off from his family, from friends in the yard, neighbors. This is not the case with special kindergartens and schools for children with hearing impairments. Due to the fact that persistent hearing impairment in children is relatively rare (in about 0.2% of cases), each region, as a rule, has no more than two such institutions, therefore, most children live far from them. Therefore, all special institutions for the deaf and hearing impaired are boarding schools. Usually, parents only take their children home on weekends. In many cases, due to the remoteness of the institution, the child comes home only during the winter and summer holidays.
Thus, training in a special institution for a long time separates the child from the family, relatives, hearing peers. In addition, the child has to constantly be among children who are hard of hearing and therefore speak poorly for the whole week or for a much longer time.
Integrated education and upbringing was a natural stage in corrective assistance to children with hearing impairments. upbringing of hearing-impaired children in a team of normally hearing peers.
In the world of defectology and correctional pedagogy, the issue of integrated teaching specifically for children with hearing impairments is most acutely discussed. For how many years special education has existed, for the same number of years some of the deaf children study together with the hearing. Many defectologists (including E.I. Leonhard) have a wealth of practical experience in preparing children with hearing impairments for mass school. In recent years, in the Institute of Correctional Pedagogy of the Russian Academy of Education, in the framework of improving the system of special assistance to children with developmental disabilities, a purposeful development of various models of integrated education is being carried out as part of differentiated education. The development of criteria for the selection of children who can be recommended for integrated education has begun, taking into account their age, the nature of the primary defect and the characteristics of the secondary, as well as the social environment and the possibilities of effective correctional assistance; methodological recommendations and programs are created for teachers, both special and mass kindergartens and schools. A number of kindergartens and public schools in Moscow and St. Petersburg, an orphanage for deaf preschoolers in Kolomna, and orphanage No. 3 in Arkhangelsk are working today as models of integrated education for children with hearing impairments.
One of the ways of joint education of normally developing children and children with developmental disabilities can be special preschool groups and classes at mass kindergartens and schools, in which the integration is purposefully carried out:
Combined - the child studies in a group of healthy children, while receiving systematic adequate corrective help from a special group teacher-defectologist;
Partial - individual children spend part of the day in regular groups;
Temporary - children of special and mass groups unite for various events, for walks, holidays, competitions.
With full integration, children with developmental disabilities can join 1-2 people in ordinary mass institutions. Corrective assistance, if necessary, to such children is usually provided by parents, supervised from time to time by specialists.
But do not forget that full or combined integration can be effective only for a part of late-deaf, hearing-impaired and deaf children. These preschoolers and schoolchildren should be proficient in detailed phrasal speech, speak clearly and understand well the speech addressed to them. They must be psychologically prepared for this form of training and systematically receive help and psychological support.
I would like to describe in more detail the brilliant results on the integration and adaptation of hearing impaired children, obtained over the years of hard work in Arkhangelsk: over the years of the existence of a group for hearing impaired children in kindergarten No. 135 and orphanage No. 3, a small number of hearing impaired children who have mastered the program well the decision of the IPC was regularly sent to mass schools. These guys successfully completed their studies in a mass school, two of them graduated from the medical college in Arkhangelsk and work in the specialties they received in the city's polyclinics.
In 1994, the first class was opened in the orphanage for hearing-impaired children with the aim of their further integration into the mass school. Among them were several children with significant hearing loss, but as a result of a lot of work on the development of hearing perception, they adapted well to individual hearing aids. The IPC noted that these children had a high level of psychophysical development, they all owned a detailed phrasal speech, relatively well understood the speech of adults and children addressed to them, and they themselves spoke quite clearly, understandable for others. Before entering school, they all studied in an orphanage for 3-4 years. Throughout all the years of study in the orphanage for these children, an integrated approach to rehabilitation and social adaptation was carried out through the organization of joint recreation of hearing-impaired children with hearing in the summer. In the camp, children with hearing impairments made new friends. Constantly being in the circle of hearing people, deaf children communicated with their peers and with adults, learned to understand each other, and the informal atmosphere brought everyone closer and contributed to the development of the communication skills of the deaf and replenishment of their social and emotional experience. Also, joint meetings with hearing people and visits to museums were organized. Classes for additional education were constantly planned - a theater group at the Center for Continuing Education. Children went to sports sections.
As a result, children became more sociable, less notorious because of their physical disability, communication with the hearing people enriched their vocabulary and improved understanding of the speech addressed to them; children began to objectively assess their capabilities, a variety of activities made it possible to more fully realize the creative abilities of children. After graduating from elementary school, the children moved to the 5th grade of mass school No. 5.
The mass school teachers were satisfied with the "non-standard" children. Seeing their desire to understand the material, to learn to be like everyone else, to communicate with each other not with gestures, but with words, the teachers tried to find an approach to them, to understand their difficulties. Many of the school's teachers have never thought before that children with hearing impairments can also sing, dance, and be able to adapt among their hearing peers.
Every year in Arkhangelsk, the level of integration of children with hearing impairments becomes more effective. Taking into account the already accumulated experience in the social adaptation of deaf children, the work continues at the present time.
Conclusions: work on the integration of children with hearing impairments should be started in the preschool period. It is advisable to create various models of integration that will be effective for deaf children with different levels of psychophysical and auditory-speech development.
It is important to emphasize that, despite the positive experience of integrating hearing-impaired children, in general, at present, the national education system is not ready to implement the principle of integration. In order for integrated education to purposefully expand and be effective, special training of teachers of mass preschool and school institutions, teachers-defectologists, organization of the necessary regime, vocational training, as well as the study of legal issues of integration is necessary (it is necessary to legislatively determine the status of an integrated child). Recognition of integration as one of the leading trends of the current stage in the development of the national system of special education does not mean in any way the need to curtail the system of differentiated education for children with hearing impairments. On the contrary, effective integration is possible only under conditions of constant improvement of the systems of mass and special education.
Currently, correctional work with deaf and hard of hearing children begins in infancy in conditions of early detection of hearing impairment and early hearing aid (EI Isenina, TV Pelymskaya, ND Shmatko, etc.). The use of residual hearing plays a significant role in the psychological development of a young child with impaired hearing. The sooner he gets into the world of sounds, the more natural is the process of the formation of his cognitive activity. In the course of special work, a non-verbal hearing is formed. Developing auditory perception allows you to bring the process of developing pronunciation in a child with hearing impairment closer to how it proceeds in normal hearing children.
Correctional classes with children of the first year of life are carried out by parents under the guidance of a teacher-defectologist of the audiological office, a deaf teacher of a special preschool institution for children with hearing impairments or a specialized rehabilitation center for children who have reached one year of age, in addition, it is advisable to organize systematic classes with a teacher of the audiological office in the very rehabilitation center.
The early start of correctional classes allows you to develop the child's auditory perception in that age period when the physiological maturation of the auditory analyzer occurs. The development of analyzers, including the auditory one, is possible only under the condition of a constant flow of information from the outside world. In order for the auditory analyzer to begin to function and develop with impaired hearing, an intensive pedagogical influence is necessary, provided that individual hearing aids are constantly used. It requires not only correct, communication with a deaf or hard of hearing baby in the process of caring for him, organizing his activities, implementing recommendations for upbringing, but also carrying out special work to form his oral speech.
All this requires the creation of such conditions under which the child can hear the speech addressed to him. This is achieved in some cases by simply bringing the speaker to the ear of the baby, but it is important to carry out high-quality hearing aids.
Hearing aids are performed by an audiologist based on the results of otiotric and audiological examinations. It is advisable for children of the 1st year of life to have prosthetics with two behind-the-ear devices.
The type of device is selected by the audiologist. The individual operating mode of the apparatus is specified by the teacher-defectologist in the course of correctional classes.
Since the mode of the device has been selected, the child must be taught to use it throughout the day. The devices are put on immediately after washing and removed only during sleep or bathing. It is important to walk with the devices, as there are many sounds outside that the baby can hear. In the case when the child is nervous, tries to remove the apparatus, you should find out the cause of this anxiety. The period of the baby's getting used to the device, as a rule, lasts about a week.
The timely start of correctional work and its systematic and correct implementation lead to the fact that some children, despite severe hearing loss or even deafness, already by 3-5 years old have a detailed phrasal speech, the sound of which is close to normal: not only the level of their general, but and speech development approaches that which hearing children have at this age.
On the 1st - 3rd month of life the child develops auditory and visual focus. When carrying out correctional work, it is necessary to provide the baby with a variety of visual, auditory and tactile impressions. The child learns to peer into the face of the adult talking to him, to stop his gaze at colorful and shiny toys, to follow the moving objects. He develops the ability to listen to different sounds: speech, singing, the sound of toys, etc. For this purpose, the adult speaks affectionately with the baby, calls him by name, talks to him for a while, drawing attention to his face.
From the 2-3rd month of life when the child begins to make sounds at rest, the adult, repeating the sounds after him, encourages him to imitate. In this case, it is necessary to offer not only the sound combinations mastered by the child, and new ones pronounced with a different rhythm of intonation.
When forming auditory concentration, in addition to the voice, toys are used that make sounds that are accessible to the child's ear. He is taught to follow the toy with his gaze at the moment it sounds. Sometimes the child is prompted to determine where the sound is coming from.
At 3-6 months of life the main way of influencing a child with reduced hearing is to provide him with various auditory, visual, tactile impressions. The main auditory stimulus is adult speech. Verbal communication with the child will be carried out during all the time of his active wakefulness. Adults talk to the baby with different intonations, picking him up in their arms, singing to him simple, but diverse in rhythm and tempo songs, moving with him to the beat of the sound.
At this stage, they begin to carry out special exercises aimed at developing auditory function. These include the development of the ability to determine the location of sound sources located in different directions with a constantly increasing distance.
It is important to develop the ability to differentiate the sounds of toys. The kid is encouraged to look to the right when one of the objects sounds and to the left when the other sounds. As a result, a conditioned combination reflex to sound and its direction is developed. To check how strong the connection between the sound and its source is, you can present the sound from the other side 1-2 times. If the child still turns his head towards the constant appearance of sound, this means that the combination reflex has been developed and the baby is differentiating sounds.
2nd half of life characterized by the fact that the hearing child passes from passive perception to actin cooperation with an adult. In the process of joint activities with him, which also implies actions with objects, an understanding of simple words arises.
The word is perceived by the child as a component of a complex situation, is an integral part of it.
The time of the beginning of special work is determined individually, as the understanding of speech is formed. As soon as the child develops a combination reflex to a word and he turns his head to an object that is in a constant place, work should begin to distinguish words that are perceived only by ear.
Listening skills are taught during speech development sessions. At this stage, when the baby to the mother's question "Where is av-av?" turns his head in the direction of the named object, onomatopoeia should be specially presented to him only by ear. After the baby begins to confidently turn his head towards the named object, you should start teaching him to listen to the name of another toy in the same way. Thus, the child is consistently taught to perceive two onomatopoeia only by ear. Further, the ability to distinguish them by ear is formed. Later they teach, at the request of an adult, to give this or that toy.
By the end of the 1st year of life the child accumulates a certain auditory vocabulary, consisting of 5-10 speech units: onomatopoeia and babbling words-names of toys.
At the 2nd year of life speech begins to occupy a special position in the mental life of the hearing child.
The expansion of the auditory vocabulary is due to the inclusion of full words - the names of toys, real objects, actions. Onomatopoeia is gradually replaced by the corresponding full words.
By the end of the 2nd year of life the auditory dictionary includes two-word phrases: "Give lyalu", "Meow is sleeping", etc.
Thus, the number of speech units perceived by ear is gradually increasing. The distance from the microphone, apparatus or child's ear also increases.
When carrying out exercises to distinguish speech material by ear, the child's activity should be emotionally colored. A situation is created when the child is faced with the task of choosing one or another object, a toy according to the instructions of an adult. The instruction is presented auditory-visually, sometimes it is supported by a natural gesture, and only the word - the material of auditory training - is always offered by ear. Differentiation of material by ear occurs first in the game, then when cleaning toys. By the end of the second year of a child's life, the teacher begins to work on distinguishing speech material at the table, using not only toys and real objects, but also their images as visual material. The child's activities should be organized so that he does not lose interest.
After the auditory dictionary reaches 4-5 words, work begins on the formation of the skills of recognizing speech material, that is, recognizing familiar words only by ear, without relying on a visual sample. When organizing this type of work, it is important that the child acts adequately to the proposed situation. As the child's active speech forms, he is required to name toys. Gradually, the exercises use words that were not previously included in auditory training. But these exercises are not yet systematic. In the future, the child's auditory vocabulary expands, it includes more and more new words, phrases and phrases that the baby learns as speech develops. At the same time, special attention is paid to increasing the distance from which the child hears speech. The number of words from which a choice is offered increases to 4-5.
The main methodological technique in carrying out this work is the correlation of sound with a certain subject. A specific sound is associated with a particular toy, for example, the sound of a drum is always accompanied by the appearance of a bunny, the sound of an accordion is always accompanied by the appearance of a doll, etc. The child must choose a toy corresponding to the sound. A prerequisite is her encouragement to oral expression, the phonetic design of which corresponds to the pronunciation skills of the baby.
Proposed by N.D. Shmatko and T.V. The Pelym system of work is designed for those children, correctional classes with whom were conducted from the first half of their life. In the case of the beginning of classes from 6-12 months, they are organized in accordance with age characteristics, while using separate methods of working with children of the 1st year of life, but taking into account the fact that the degree of active participation of the child in joint activities with an adult in this case is significant above.
If correctional classes with a child begin in the 2nd year of life, their content and methodology will change in accordance with the increased capabilities of the baby. First of all, he is taught to hear sounds available to his hearing. The child learns to respond to a variety of everyday noises: knocking on the door, noise from household appliances, hit by a falling object, noise and traffic signals, etc. This work requires special training, it is carried out throughout the day. It is important to carefully observe the child's reactions. In a personal hearing aid, he will hear many sounds. Upon hearing, the child freezes, blinks, less often tries to find the source of the sound. " The adult's task is to constantly show the baby what sounds. Sounds accessible to perception should be made interesting and meaningful. However, this is not enough. It is necessary to purposefully acquaint the child with non-speech sounds.
In order to teach the child to listen to sounds, identifying which of them are available to his hearing, special classes are held to develop a conditioned motor reaction to sound in the baby. With its help, it is possible to clarify the state of his hearing.
When a child turns 1 year 4 months - 1 year 6 months, he needs to be taught at the signal of an adult to perform any actions: roll a ball, a locomotive, etc. The child must see the signal of an adult. It is desirable that two adults are involved: one gives a signal at a distance of 1-2 m from the baby, the other acts together with the child. On a wave of the flag, the child rolls the ball to the adult. It is necessary that he waits for the signal, does not start actions before it. To make the exercise interesting, you need to change the actions performed on the signal: for example, the baby rolls the ball for 2-3 days, then the car, the locomotive. You can change roles with the child. When he learns to play, it is good to switch roles with him and move on to developing a reaction to a visible speech signal.
To do this, the adult sits down opposite the baby at the table, puts his hands on the table, and next to them is a large button. He draws the child's attention to his lips and in a voice of a conversational volume pronounces sound combinations such as: "pa-pa-pa", "poo-poo-poo-poo." At the moment of the beginning of the pronunciation, he takes a button with the baby's hand and throws it into the jar. This exercise is carried out until the child himself, without prompting, begins to perform it. This usually takes 8-10 sessions. The duration of the pauses between consonants must be constantly changed so that the child reacts to the sound, and not to the rhythm of signaling.
When the child begins to perform the task well, the adult sits down next to him and, with a voice at a conversational volume, pronounces syllables at the very ear. The kid feels a stream of exhaled air and throws the button into the jar. This requires 1-2 lessons.
Finally, the adult begins the main part of the work: he needs to find out if the child hears a voice at a conversational volume and at what distance. For this, the same exercise is performed, but using a screen that blocks the air stream. As soon as the baby learns to respond to the sound of the syllables pronounced at the auricle (with a screen) in the spoken volume, the distance from the child's ear should be gradually increased by 5, 10, 20, 50 cm, etc. If the child reacts to the spoken voice volume at a distance of 1 m or more, then you need to check if he hears a whisper, first at the auricle, then further. The work is carried out in the same way as described above.
In parallel with the work on the development of a conditioned motor reaction to the speech signal, the baby is taught to perceive the sound of toys. Learning begins with a drum sound that is accessible to all children. The adult asks the child to perform one or another action at the moment the drum sounds - first, the child sees how the adult is playing, and then only hears at a distance of 0.5 m behind his back.
Exercises to develop a conditioned motor response to sound are carried out daily for 3-5 minutes. The material is constantly changing.
The developed conditioned-motor reaction to sound allows the audiologist to choose the mode of operation of an individual hearing aid. The operating mode of the hearing aid is specified 2-3 times a year.
Simultaneously with the development of a conditioned-motor reaction to sound, the child is taught to distinguish speech material by ear.
When learning to distinguish by ear onomatopoeia, an adult puts 3-5 dogs and horses in an opaque bag. He takes out a toy, for example a dog, brings it to his lips and says "av-av-av", then puts it on the table, after which he takes out another toy, for example a horse, calls it "prr", demonstrates how it runs, and puts it on the other edge of the table. Taking out toys in a different sequence, an adult teaches the kid to combine dogs with dogs, horses with horses. After that, you can go on to distinguish by ear. Initially, an adult demonstrates onomatopoeic patterns. To do this, he takes a toy and, behind the screen, pronounces onomatopoeia in a spoken volume. Then the baby learns to distinguish these sounds by ear, in response to which he must perform certain actions.
The assimilation of a pair of onomatopoeia is designed for two to three days. With a properly selected mode of the device, even deaf children can distinguish onomatopoeia at a distance of at least 1.5-2 m.
When the child's auditory vocabulary will consist of 8-10 speech units, it is necessary to select words related to different groups to distinguish by ear: toys, food, clothes, etc.
If a child distinguishes speech material by ear when choosing 4 out of 4 units, phrases such as “Lyalya is sleeping,” “Mom is eating,” are used in the work. The corresponding pictures and photographs are selected for the phrases. Pictures or objects are laid out in front of the child: a house, a plate, a sleeping child. An adult teaches the kid to correctly enclose pictures, then offers to distinguish words and phrases by ear. First, the child is given a sample of the sound of each word and phrase, he repeats what he heard, showing a picture or object. Then the adult pronounces words and phrases in different sequences without showing pictures. The kid should learn familiar words or phrases.
By the age of 2-2.5 years, a child learns to distinguish well-known material by ear when choosing from 4-5 speech units, provided that he relies on the corresponding objects and pictures.
As he learns to distinguish by ear not only onomatopoeia, but also babbling and full words, and then phrases, this material is offered for recognition by ear. The work on training in recognition by ear is carried out in parallel with training in discrimination by ear. The listening material should be changed at each session. Learning to recognize and distinguish by ear of speech material should be carried out both with an individual hearing aid and without it. Much attention is paid to the gradual increase in the distance from which the child learns what he has heard with and without the apparatus. The training should take place in an interesting and entertaining way.
One of the areas of work on the development of residual hearing is acquaintance of children with the nature of non-speech sounds. In special lessons, various sounding toys are used: a drum, a pipe, an accordion, etc. After a child has developed a conditioned motor reaction to a sound, he is taught to correlate the sound of a toy with an action, and then it is proposed to distinguish the sound of two toys: a drum and pipes, drums and accordions. At first, the child perceives non-speech sounds visually and only then learns to distinguish them by ear. The distance is chosen so that he hears well each of the toys.
Simultaneously with the differentiation of sounding toys, the child is taught to distinguish and reproduce the duration, tempo, fusion and loudness of sound.
The work on distinguishing a variety of sounds by ear is carried out mainly with an individual hearing aid. If a child hears sounds without an apparatus for at least 0.5-1 m, then he must be taught to distinguish them without an apparatus. The sounds are reproduced by the teacher at the distance at which the child hears these sounds.
The described method of work in infancy is the key to the successful speech and general development of the child in preschool age, the approach of his development to the natural course of development of a normally hearing peer.
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