Methods of working with deaf children. Working with children with hearing loss

Special methods and techniques in working with hearing-impaired students

N Hearing impairment, no matter how severe it may be, is not an insurmountable obstacle to a child’s education.

Children with hearing impairment have a number of characteristics in psychophysical development and communication. When hearing is impaired, not only does the formation of speech and verbal thinking become significantly more difficult, but the development of cognitive activity in general suffers. Hearing-impaired children are more withdrawn and touchy; they have less initiative to communicate with the outside world.

Considering the featureshearing impaired children,During the lessons I use special techniques and methods of presenting material that activate the cognitive activity of students and contribute to the development of speech skills.

A necessary condition for the successful development of a child is the creation of a correctional and developmental environment. One of the components that is consideredmodern pedagogical technologies that allow me to develop interest in the subjects studied in primary school and achieve good results in learning.

Children with impaired hearing master oral speech in the process of imitating the speech of adults. Success depends on mastering the vocabulary, grammatical structure of the language, oral comprehension and pronunciation skills, as well as communication skills with others.
I work on the development of oral speech (including pronunciation) during the entire educational process: in general education lessons and in extracurricular activities and in the course of everyday communication at school and outside it.

Programs for each academic subject determine the minimum of speech material that is specific to this subject. I draw up work programs for subjects based onapproximate adapted basic general education program for primary general education of deaf students option1.2. , approved by the decision of the federal educational and methodological association for general education(Minutes dated December 22, 2015 No. 4/15).

Based on the work program, I draw up calendar and thematic planning, to which, in addition to the main columns, I added two special ones:“Vocabulary” and “Related Review.” The column “Accompanying repetition” reflects the material that causes difficulties for children.

In the state standard general education of persons with disabilities stipulates thatall speech material is given to children on an auditory-visual basis: new words and phrases are written on tablets in black printed font, the size of the letters is 3-4 cm. In the lessons, the dactyl form of speech is used, and for students with 4 degrees of hearing loss, the sign form of speech is used.

A special condition for receiving education by students with hearing impairments in the Law “On Education” (Article 79) indicatesmandatory use of sound-amplifying hearing equipment for individual or collective use in the educational process.

Reliance on substantive and practical activities permeates all aspects of the education of deaf schoolchildren, has a diverse correctional and compensatory effect on the development of various components of their mental activity.In the context of this activity, in the process of constructing models, applications, three-dimensional paintings and other types of manual activities, students acquire certain labor skills, gain knowledge about many natural and social phenomena, acquire counting skills, and learn to navigate in space and time.

An explanation of new material, as a rule, is not based on a textbook. For its full assimilation, practical activities, observations and a short story are used. I most often offer educational assignments from school books to students after familiarizing themselves with the new content.

Verbal methods (story, explanation, conversation) in teaching hearing-impaired children are focused on taking into account their ability to perceive verbal information and the characteristics of speech development. At the same time, special importance is attached to clarifying the requirements for the teacher’s speech, the forms and conditions of its presentation. The essence of these requirements is as follows:

good illumination of the speaker's face;

clarity, expressiveness, fluency of speech, adherence to orthoepic pronunciation standards, exclusion of exaggerated articulation;

gradually increasing the tempo and bringing it closer to the tempo of normal conversational speech;

reliance on additional means (written notes, dactylic speech).

The assimilation of speech material by students requires concentrated work with a fairly high frequency of repetition in different types of activities; the same type of activity, but in different conditions (in lessons of familiarization with the outside world, speech development, reading, mathematics).

At each lesson, I work on correcting the pronunciation aspect of children’s speech, which consists of systematically monitoring each student’s implementation of his maximum pronunciation capabilities and correcting mistakes made using self-control skills already known to the child.

I believe that one of the effective forms of organizing work on the development of oral speech isuse of speech exercises, in the content of which various aspects of oral speech are worked out: work on sounds, voice, speech breathing, spelling rules, speech rate, intonation. I select the material for speech exercises taking into account the program requirements for general education subjects, the level of general and speech development of hearing-impaired students and the phonetic principle so that it ensures students’ speech practice and contributes to the development of speech in general. In addition, I use this speech material during the lesson itself when practicing the special terminology of the main material.

I organize vocabulary work, like the entire system of speech development classes, on a thematic basis. I introduce new words in connection with the passage of a certain topic. I choose specific vocabulary that is naturally dictated by the topic. Of course, there cannot be a rigid assignment of vocabulary to a given topic. Even nouns that have a relatively greater thematic attachment than other parts of speech must move from one topic to another.

I pay special attentiondevelopment of coherent speech of students, as thisis one of the most pressing problems in modern special methods of the Russian language. In my classes chu children with hearing loss to express their thoughts, feelings and desires, communicate with peers and adults.

During speech development lessons, children perform exercises such as:

Matching sentences and pictures;

Dramatization of actions based on a constructive picture or layout - this method makes it possible to visually restore the plot line of a story and, by moving figures across the canvas, to consistently recreate all the actions of the characters. Acting independently, schoolchildren must move the figures and put them in the position described in the text;

Keeping diaries of interesting events, in which the children, together with their parents, sketch and write down stories about the day off, about the holidays. This type of work is regular and consistent.I set myself the task of teaching a child to tell stories. about what was seen and what happened, and not to memorize the text;

Children's illustration allows you to visually represent individual objects or parts of a readable story. AlsoIllustration is used as a basis for drawing up a plan or preparing for a retelling. It can accompany any type of work with text or be independent. For example, I suggest drawing a picture for your favorite passage of text and matching it with the author’s words (write or read them).

Compiling a story based on a series of plot pictures (using the teacher’s questions: “What happened first?”, “What happened next?”).

I work with deformed text with the goal of teaching children to present events coherently and logically.

Children also perform tasks that have a communicative focus: write letters, notes, and make entries in a diary.

Hearing-impaired person in reading lessonsa child cannot always immediately engage productively in working on a literary work, especially a large one. He has both purely language problems (unintelligible words and grammatical constructions) and problems understanding the meaning of individual parts of the text, dialogues, descriptions, etc. In order toIn order to, if possible, smooth out these difficulties in the lesson, I suggest that parents and teachers of the extended day group work through in advance the material that the children will study in subsequent lessons.

In Russian language lessons, work is being done on the grammatical correctness of speech, violations of which are so typical for this contingent of children. To successfully work in this direction, I slightly change the usual language tasks that students complete according to the textbook. For example, if you are given a task to underline nouns in the dative case in sentences, then for a hearing-impaired student I transform this task according to the following type: either write out the phrases “verb + noun in the dative case” from the text, or come up with new phrases with underlined nouns, or choose verbs when nouns in the dative case and come up with new phrases with them, etc. Such transformations are necessary for a hearing-impaired student, because he has not yet fully developed a stereotype of the grammatical compatibility of words. Therefore, during the first years of study, I change or supplement the instructions for the exercises from the textbook from exactly this angle (of course, if the material allows).

When writing a presentation, I also change the traditional ways of preparing schoolchildren for it.

I give the text of the presentation to hearing-impaired students for one-time reading “to themselves.” Then they listen to it a second time. I explain the words in the text of the presentation that the hearing-impaired student does not know and write them down on the board. I particularly focus on the key words that form the meaningful core of the text. I also introduce students to the most complex grammatical structures of the text.

If a student experiences difficulties already during the written retelling itself, I offer him pre-prepared questions about the text.

Carrying out work on verbal speech in mathematics lessons does not mean that students must complete all tasks with speech. I use verbal commentary when conducting oral calculations and independent work, during which individual students describe the solution method. With the introduction of problems, children learn to communicate a plan or method for solving them.Solving the problem requires not only purely mathematical skills, but also a certain linguistic culture.Children read the entire task orally-tactilely, in conjunction with the teacher. Work is underway on the content, understanding of the dictionary, where pictures, dummies, real objects, dramatizations, and sketches are used (as when working on reading). I select the text of the tasks so that it is accessible to children and connected with everyday life. To date, no mathematics textbooks have been published for deaf and hard of hearing students. In my work I use educational and methodological complexes"School of Russia". I adapt the material offered in these textbooks for students with hearing impairment.

The systematic use of special techniques and methods in teaching hearing-impaired children helps me create conditions for expanding the possibilities of compensating for the defect, both through the development and use of auditory data, and through other intact analyzers.

Bibliography

Boskis R.M. To the teacher about children with hearing impairments: Book. for the teacher, - 2nd ed., - Spanish. – M.: Education, 1988.

Bulanova S.Yu. Features of the formation of the syntactic structure of written speech of junior schoolchildren // Elementary school. – 2009. No. 11.-S. 85

Bykova L.M. Development of coherent speech of deaf primary school students. – M., Education, 1989.

Bykova L.M. Methods of teaching the Russian language in a school for the deaf. – Humanitarian publishing center VLADOS, 2002.

Vasiliev I.A. Methods of teaching speech, writing and reading to the deaf and dumb. – St. Petersburg, 1900.

Vishnevskaya E.E. Methods of developing conversational speech. – L., 1979.

Volkova K.A., Kazanskaya V.L., Denisova O.A. Methods of teaching deaf children pronunciation. M.: VLADOS, 2008.

Goldberg A.M. Features of independent written speech of deaf schoolchildren. - M., Education, 1966.

State standard for general education of persons with disabilities: Draft. - M., 1999. - Part I. - P. 36.

Zhinkin A.I. Development of written speech among students in grades III-VII. News of the APN of the RSFSR. - M., 1956.

Zikeev A.G. Speech development of students in special (correctional) educational institutions. - M., Academy, 2000.

Zikeev A.G. Speech development of hearing-impaired students. – M., 1976

Zykov S.A. Methods of teaching language to deaf children. – M., Education, 1977

Komarov K.V. Methods of teaching the Russian language at school for hearing-impaired children. M.:, 1988. – P. 97.

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Ladyzhenskaya T.A. Characteristics of children's coherent speech. – M.: Pedagogy, 1980

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Pelymskaya T.V., Shmatko N.D. Formation of oral speech in preschool children with hearing impairments. M.: Vlados, 2005.

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Pay F.F., Slezina N.F. Organization of work on speech technology in a school for the deaf. -M.: Education, 1967.

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Study questions.

Main types of hearing impairment in children.

Causes of persistent hearing impairment in children.

Clinical and pedagogical characteristics of pears for children with hearing impairments (deaf, late-deafened, hearing-impaired children).

Features of correctional and educational work with children with hearing impairments. Types of special educational institutions for children in this category.

Organization of education for hearing-impaired children in general educational institutions.

Prevention of hearing impairment in children.

1. Under hearing impairment refers to the impairment of the ability to perceive and differentiate (distinguish) sound vibrations using an auditory analyzer.

The human auditory analyzer consists of a peripheral unit (including the outer, middle and inner ear), nerve pathways and a central (cortical) section located in the temporal lobes of the cerebral hemispheres. The primary analysis of sound stimulation occurs in the peripheral region (mainly in the organ of Corti of the inner ear); Higher analysis and synthesis of acoustic stimulation is carried out in the cortical section of the auditory analyzer.

Hearing plays a vital role in human development. A person deprived of hearing does not have the opportunity to fully understand the surrounding reality, and as a consequence of this, there are no conditions for creating sufficiently complete ideas about objects and phenomena of the surrounding world. With severe impairments, a person cannot use many sources of information designed for a hearing person (radio broadcasts, lectures, etc.), or fully perceive the content of television programs, films, theater performances. The role of hearing in a person’s mastery of speech is especially important. Because of this, children with hearing impairments are sharply limited in their ability to communicate with people, and therefore their cognition, since one of the main ways of transmitting information is oral speech. The absence or underdevelopment of speech leads, in turn, to disturbances in the development of other cognitive processes, mainly verbal-logical thinking. Persistent hearing loss as a primary defect leads to a number of secondary developmental deviations, affecting both cognitive activity and the personality of the child as a whole.

In the absence of hearing or its sharp decline, the child is deprived of the opportunity to perceive the speech of others and imitate it and therefore cannot independently master sound verbal speech. If at the time of hearing loss the child already had some “speech reserve,” then in the absence of special pedagogical measures this reserve is not only not enriched, but is gradually lost. Secondary disorders of speech development in a child with a hearing impairment sharply limit his ability to communicate with others, and, consequently, his cognitive capabilities, since oral verbal speech is the most important way of transmitting and receiving information.

The category of children with hearing impairment includes children who have a persistent (irreversible) bilateral (both ears) impairment of auditory function, in which normal speech communication with others is difficult (hard of hearing) or impossible (deafness). Persistent disorders of auditory function include those in which neither in the process of spontaneous development, nor during special treatment measures, positive results in restoring auditory function are achieved.

Deafness– the most profound degree of hearing damage, in which full perception of acoustic signals (including speech sounds) becomes impossible. Deaf children are children with profound, persistent bilateral hearing impairment, congenital or acquired in early childhood. Deafness as a primary defect, being causally related to a secondary disorder of speech development, leads to a number of other deviations in mental development. Serious disturbances in the formation of verbal speech, and even more so its complete absence, negatively affect visual perception, the development of not only verbal-logical, but also visual thinking and other cognitive processes. Hearing loss(hearing impairment) – persistent bilateral hearing loss, causing difficulty in speech perception. Hearing loss can be expressed in varying degrees - from a slight impairment in the perception of whispered speech to a sharp limitation in the perception of speech at conversational volume. Persons with hearing loss are called hard of hearing. Partial hearing impairment leads not only to a decrease in the volume of perceived speech information and to the qualitative originality of its perception. The presence of residual hearing, to a much greater extent than in deaf children, allows the hearing impaired to spontaneously accumulate a certain vocabulary and use it to communicate with others. However, with early onset or congenital hearing loss, oral speech in hearing-impaired children also does not develop without special training.

Depending on the severity of hearing impairment and the time of hearing loss, three groups of children are distinguished: deaf(deaf) children, late-deafened And hearing impaired.

The first group includes children whose profound persistent bilateral hearing impairment is congenital or acquired at an early age, before speech has formed, i.e. in the so-called pre-speech period.

The second group - late-deafened children - are children who lost their hearing in a later period of development, when speech has already formed; therefore, the speech of such children is preserved to one degree or another.

The third group includes hearing-impaired children who have partial, varying degrees of severe hearing impairment, which leads to disturbances in the speech development of children.

2. Reasons for violations hearing problems in children are diverse. Play a certain role in the occurrence of congenital hearing impairments. genetic factors. It is known that parents who are deaf from birth are more likely to have deaf children than those who are normally hearing. The likelihood of having a deaf child from deaf parents increases sharply in so-called consanguineous marriages.

Clinical and genealogical studies have established that hereditary deafness can be transmitted both by dominant and recessive signs.

According to M.G. Epishina (Research Institute of Corrective Pedagogy of the Russian Academy of Education), among the common sensorineural hearing impairments in children (with damage to the inner ear), a significant percentage of cases are hereditary forms of deafness and hearing loss.

Various infectious diseases can lead to congenital deafness, especially viral infections suffered during pregnancy (measles, rubella, influenza, etc.). Other reasons leading to congenital hearing pathology include fetal trauma, incompatibility of the Rh factor of mother and child, and the harmful effects of a number of chemicals entering the body of a pregnant woman (alcohol, quinine, streptomycin, etc.). The most dangerous diseases, injuries and intoxications are in the first three months of pregnancy, when the developing hearing organs are especially sensitive to harmful influences.

Damages that occur during childbirth, for example, due to compression of the newborn’s head by the narrow birth canal, the application of obstetric forceps or the use of vacuum extraction during pathological childbirth, etc., should be distinguished from congenital (prenatal) defects of the hearing aid.

In occurrence acquired(postnatal) hearing impairment in children, an important role is played by childhood infectious diseases, especially cerebrospinal miningitis, measles, scarlet fever, less often - mumps (mumps), etc. Influenza poses a great danger in terms of the impact on the organ of hearing at an early age, especially in infants infection. In a number of infectious diseases, damage to the nervous apparatus of the auditory analyzer occurs (with meningitis, severe viral flu), other infections (measles, scarlet fever), as a rule, are complicated by otitis (inflammation of the middle ear), although the process can spread to the inner ear.

The consequence of otitis may be hearing loss, often mild to moderate; the spread of the process to the area of ​​the inner ear and the auditory nerve leads to severe hearing loss or deafness.

A common cause of partial hearing impairment in children is diseases of the nose and nasopharynx, in particular adenoiditis (adenoid growths).

In addition to these reasons, the occurrence of deafness can be associated with traumatic brain injuries in children, with long-term use of large doses of a number of antibiotics (primarily at an early age), in particular streptomycin and its derivatives (monomycin, neomycin, etc.).

The prevalence rate of severe hearing impairment in the population is approximately 0.1% (M.G. Blyumina, 1989).

3. Let us briefly dwell on the characteristics of children with hearing impairments of each of the above nosological groups.

Deaf(deaf) children. The main feature of this group of children is that severe hearing impairment, congenital or acquired in the pre-speech period of development, leads to deaf-muteness, since the child does not master sound verbal speech without special training.

According to research (Research Institute of KP RAO), acquired deafness most often occurs in the first and second year of a child’s life (58% of cases). Taking into account cases of congenital deafness, hearing loss leading to deaf-muteness is approximately 70% cases occur before the age of two years. But even if a deaf child had some speech reserve at the time of hearing loss, it is lost in the absence of special training.

A primary hearing defect leading to muteness (secondary speech disorder) is accompanied by a number of other abnormalities in the mental and cognitive development of a deaf child. Thus, the absence of verbal speech negatively affects the development of visual perception, attention, and mental activity. This is due, first of all, to a secondary disorder of speech development.

Feeling the need to communicate, deaf children resort to facial and gestural speech. Being a way of communication and some basis for the development of mental activity, facial and gestural speech cannot replace verbal speech as the most important factor in the mental development of a child.

In addition to deviations in speech formation and mental development, deaf children also experience disturbances in motor functions, cardiovascular and respiratory systems, as well as visual impairments. The cause of visual disorders may be intensive work of the visual analyzer, leading to fatigue of the visual organ. Deviations from the motor analyzer manifest themselves in low levels of physical fitness, slow motor reactions, and impaired coordination of movements.

Violations of vestibular functions (dizziness, instability when standing and moving, etc.) are often found in acquired deafness due to damage to parts of the inner ear after meningitis, scarlet fever and other severe infectious diseases.

As secondary disorders, changes in the sonority and modality of the voice, nasality, occur. The extent of voice changes depends on the time of hearing loss and the amount of residual hearing function.

Late-deafened children. Children in this group retain speech due to the relatively late onset of deafness. The degree of preservation of oral speech depends both on the time of onset of deafness and on the conditions in which the child develops. Thus, children who lost their hearing at the age of three to five and did not receive special preschool education and training, by the time they enter school, as a rule, have a small vocabulary. When deafness occurs at a later age, children's speech reserve is almost completely preserved, especially if they have already mastered reading and writing.

With special correctional training, speech can be fully preserved even with relatively earlier hearing loss.

Due to the absence or sharp decrease in auditory control over their own speech, late-deafened children have various defects in pronunciation and construction of statements. Characterized by disturbances in voice modulation, inaccurate articulation of certain sounds, errors in word stress, etc. Late-deafened children have more favorable conditions for mental development compared to deaf children. However, hearing loss at a later age is much more difficult for children to endure, which can lead to mental trauma, neurotic states and the formation of undesirable personality traits (withdrawal, negativism, etc.).

Complete absence of hearing (total deafness) is rare; in most cases, deaf children have remnants of hearing. Audiometric studies show that hearing remnants in deaf children are not the same and differ in the volume of perceived frequencies.

Depending on the volume of perceived frequencies, deaf children with residual hearing can be classified into 4 hearing groups (according to L.V. Neiman).

The first group includes children who perceive only the lowest frequencies (up to 250 hertz). This makes it impossible for them to distinguish any speech sounds.

Children assigned to the second group perceive frequencies up to 500 hertz. They respond to the voice near the auricle and distinguish individual vowels ( a, o, o) .

The third group includes children who perceive low and medium frequencies (up to 1000 hertz). They respond to a voice at conversational volume and distinguish 4-5 vowels.

Children who make up the fourth group perceive a wide range of frequencies (from 400 to 1500 Hz). Most of these children hear a spoken voice not only near the auricle, but also at some distance from the ear (up to two meters). Expansion of the frequency range of auditory perception allows children of this group to distinguish almost all vowel sounds, some consonants, as well as individual familiar words and short phrases.

The presence of remnants of hearing makes it possible for deaf children to directly perceive some sounds of the surrounding world, which is of great importance in the development of their cognitive activity. Residual hearing becomes important when teaching deaf children, in particular, in developing their pronunciation side of oral speech.

At the same time, it should be noted that for the deaf, who have even the greatest remnants of hearing, auditory perception in the learning process can only play an auxiliary role and cannot be used for the independent accumulation of at least a minimal speech reserve.

The central problem of teaching and raising deaf children is the formation in them verbal speech. Deaf children must master the necessary vocabulary and grammatical structure of the language.

Despite the fact that this is associated with great difficulties, the psychophysical capabilities of deaf children allow them to master the skills of perceiving oral speech and speaking. They have intact visual, skin and motor analyzers. In addition, the remnants of hearing that most deaf children have can be successfully used to perceive elements of spoken speech, especially after auditory exercises and with the use of sound-amplifying equipment. However, the main thing for deaf children is the visual perception of oral speech based on the visible movements of the speaker’s speech organs - “lip reading”.

For the deaf, completely deaf, or with minimal hearing, tactile vibration sensations are of particular importance, which serve as a significant addition to lip reading. For this purpose, special electroacoustic devices are used - vibrators, devices that convert sounding speech or tissue vibration into optical signals (VIR, I-2), vibroscopes, etc.

Preschool and school education for deaf children is structured in such a way that written speech is widely used in the early stages, as well as dactylology. The role of oral speech increases gradually as children master the skills of its perception (visual, auditory-visual) and correct pronunciation. If necessary, facial expressions and gestures are used as an auxiliary means. The early use of dactylology allows children to form verbal speech from the very beginning in the process of direct communication, in close connection with various types of activities.

4. Deaf children are trained and raised in special institutions of the state education system.

Children from 3 to 7 years old are educated in kindergartens, and from 2 to 7 years old in nurseries. Here systematic work is carried out on the physical, mental, moral, labor and aesthetic education of children and, at the same time, large-scale correctional and pedagogical work on the formation of oral and written speech (including lip reading skills, pronunciation, reading and the beginnings of writing), on the development of residual auditory function, development of motor skills (special rhythm).

Children who have reached the age of 7 enter the preparatory class of a special school or first grade if they have received preparatory class training before school (in a kindergarten or in the family).

A special general education school (boarding school) for deaf children for 12 years of study provides for students to receive incomplete secondary education (and in conditions of reduced class sizes - up to 3 people and intensification of the educational process - secondary education).

The specific content of the school program for deaf children consists of work on developing verbal speech in students in oral and written form and acupedic (hearing) work. In the initial period of training (preparatory class), the fingerprint , which is gradually being replaced by oral speech. In the lower grades (from preparatory to fourth), regular physical education lessons are supplemented with rhythmics in order to correct motor skills and facilitate the acquisition of speech rhythm. Particular attention is paid to career guidance, labor training and vocational training in various types of work.

Also L.S. Vygotsky pointed out that a necessary condition for radically improving the education of deaf (hard-of-hearing) children is the maximum use of all types of speech available to a deaf child and emphasized the importance of an individual, differentiated approach to their education and the choice of language means of teaching them. Despite the serious and multidirectional negative impact of deafness on the general course of a child’s development, even with the most severe damage to the auditory function and intact intelligence, the possibilities for the comprehensive development of the personality of children with hearing impairments are not limited. Under the influence of social factors (mainly special training), showing persistence in overcoming difficulties in the path of their development caused by a defect, people with persistent hearing impairment achieve significant success in various areas of production and social activity, in the manifestation of their creative abilities.

Deaf pedagogy today is in search of new educational directions. One of these approaches is the bilingual approach, which is not new in the history of the development of sign language education for the deaf; it was used 25 years ago. A significant proportion of deaf people speak both sign and verbal languages ​​to one degree or another. Research by specialists convinces us that sign language is a full-fledged, complex and linguistically rich language with its own grammar, vocabulary, and morphology. Much research evidence also shows that early use of sign language and the natural development of linguistic knowledge are the key to successful learning. More details about the bilingual approach in the pedagogical system of education and upbringing can be found in the works of G. L. Zaitseva (4 and others).

5. Hearing impaired children. Children with hearing loss ranging from 15-20 to 75/60 ​​decibels are considered hard of hearing. If deaf children always have damage to the sound-receiving part of the auditory analyzer, then in hearing-impaired children only the sound-conducting part (usually the middle ear apparatus) is often affected. Persistent hearing loss due to hearing loss, especially in young children, may be a consequence of damage to the middle ear due to chronic inflammatory processes in the nose and nasopharynx (chronic rhinitis, adenoiditis).

There are different classifications of the degree of hearing loss associated with hearing loss. According to the audiological and pedagogical classification of L.V. Neumann hearing-impaired children can be classified into the following degrees of hearing loss: I degree – mild; hearing loss does not exceed 50 dB; II degree – average; hearing loss – from 50 to 70 dB; III degree – severe – more than 70 dB. The conventional boundary between hearing loss and deafness is 80-85 dB.

Based on the depth of damage to the auditory function and the possibility of adequate perception of addressed speech (B.Yu. Preobrazhensky’s classification), four degrees of hearing loss are distinguished.

At mild degree Speech at a conversational volume is perceived by a child at a distance of 6 to 8 meters, and whispered speech at a distance of 3 to 6 meters from the auricle.

At moderate degree hearing loss, the child hears speech at a conversational volume at a distance of 4 to 6 meters, and whispered speech at a distance from 1 to 3 meters from the auricle.

At to a large extent hearing loss, loud spoken speech is perceived by ear at a distance of two to four meters, and whispered speech is no further than one meter from the auricle (from 0.5 to 1 meter).

Severe degree Hearing loss further limits the child's auditory perception: conversational speech is perceived at a distance of no more than 2 meters, and whispered speech is perceived only up to 0.5 meters from the auricle.

Partial hearing impairment in hearing-impaired children leads not only to a decrease in the volume of perceived speech information, but also to a qualitative difference in their speech and general development.

The level of speech impairment in hearing-impaired people primarily depends on the degree of impairment of auditory function. However, other factors also play a significant role, primarily time factor occurrence of a defect. With congenital or early-onset hearing loss (when it occurs in the pre-speech period or in the initial period of speech formation), significant deviations in speech development are noted. The speech of such children attracts the attention of others. Errors made by a child associated with difficulties in perceiving information are in some cases regarded as inattention, unwillingness to work, stubbornness, etc. Pedagogical influences used in this regard can cause the child to develop such traits as isolation, uncertainty, irritability, sometimes manifestations of negativism, etc. Therefore, in all children who are lagging behind in learning and have speech deficiencies, a thorough examination of the state of auditory function is necessary.

With mild to moderate hearing loss and sufficient speech development, hearing-impaired children can study at a public school .

When teaching hearing-impaired children in a public school setting, they encounter great difficulties in mastering reading and writing skills. Even with auditory perception of whispered speech at a distance of two to four meters from the oral shell (moderate and mild degrees of hearing loss), some children do not master the sound composition of a word and do not acquire basic literacy. They can study in a public school, provided additional classes are given to them, during which the teacher clarifies the pronunciation of words and helps the child master their sound composition.

Children who can distinguish speech (words and phrases) at normal conversational volume at a distance of no more than two meters from the ear and therefore suffer from speech impairments are sent to special schools of the 2nd type (for hearing-impaired and late-deafened children). Children who perceive addressed speech at a distance of more than two meters from the auricle, but have a significant impairment of speech development associated with hearing loss, are also sent to a special school.

Timely, comprehensive correctional assistance plays a decisive role in the development of speech and the entire cognitive development of the child. The conditions for the upbringing and development of a hearing-impaired child also play a significant role. If corrective measures are taken in a timely manner, then even with a significant degree and early onset of hearing loss, by the time of schooling the child can speak extensive spoken language. On the contrary, in the absence of active influence on speech development or in an unfavorable speech environment, the speech of a hearing-impaired child may be underdeveloped even with a relatively small degree of hearing loss.

Decreased auditory function in hearing-impaired children leads to various disorders in their speech development (various disorders of the pronunciation aspect of speech, limited vocabulary, deficiencies in the grammatical structure of speech).

Typical pronunciation deficiencies include: confusion of voiced and voiceless, hard and soft consonants, whistling and hissing; replacement whistling, hissing and back-lingual ( k, g, x ) for explosive t, d, g . In a number of cases, the indicated sounds in some words are pronounced correctly, in others they are distorted. This indicates that errors in pronouncing sounds are associated not with motor difficulties, but with insufficient mastery of the sound composition of the word, which is a consequence of defective auditory perception.

There are also violations of the grammatical structure of speech (omission of words in sentences, errors in the use of prefixes and suffixes, case gender endings, etc.).

Violations of the prosodic, melodic and intonation aspects of speech, expressed to varying degrees, are characteristic.

For the written speech of hearing-impaired children, distortions of words associated with the substitution of letters are typical, which reflects similar substitutions of sounds in oral speech.

The development of a hearing-impaired child can be negatively affected by the fact that a partial defect in auditory function is often superimposed on underdevelopment of mental activity, which also negatively affects the ability to master the skills of speech perception and speech production.

Special education and upbringing of hearing-impaired and late-deafened children is differentiated not so much by indicators of the degree of hearing impairment, but by secondary manifestations: features of speech development and cognitive activity of children.

6. Prevention of persistent hearing impairment in children includes a number of activities aimed at protecting the health of mother and child. This includes, first of all, a number of measures to protect the health of women during pregnancy, the provision of qualified medical care during childbirth, etc. The systematic fight against infections, which are a common cause of hearing disorders in children, is of utmost importance (preventive vaccinations, early identification and isolation of the patient, timely comprehensive treatment, prevention of complications after illnesses, etc.).

Prevention congenital violations hearing involves the following medical and pedagogical activities:

protection of the health of a pregnant woman, compliance by her (and others) with the basic provisions of special regime life and activities necessary for the normal course of pregnancy;

regular medical supervision;

avoidance of self-medication; use medications only as prescribed by a doctor;

ensuring a positive “psychological climate” in the family (social environment) where the pregnant woman is, etc.

Prevention acquired hearing impairment, in turn, provides for:

prevention of infectious diseases, diseases of the upper respiratory tract, otitis, adenoiditis, etc.), their timely and rational treatment. This also includes: sanitation of the oral cavity and nasopharynx, prevention or complete elimination of complications of past diseases.

Compliance gentle treatment educational and physical activity during the recovery period after infectious diseases. Implementation of an individual approach to children who have suffered from illness (in accordance with medical recommendations).

Maintaining a rational acoustic regime in a preschool educational institution or school (in and outside of classes). Prevention of excessive loads on children's auditory perception.

Prevention of childhood injuries (injuries in the temporal areas of the head, damage to the outer and middle ear are especially dangerous). Carrying out appropriate explanatory work with parents and children.

From the moment the child is born, it is necessary to observe hygienic conditions aimed at its normal psychophysical development and increasing the body’s resistance to pathogenic factors (care, rational sleep and wakefulness, good nutrition, hardening, etc.).

One of the common causes of hearing impairment in children is otitis media, inflammatory diseases of the nose and nasopharynx. Timely and thorough treatment is of great importance for the prevention of persistent hearing impairment in children.

It is very important to monitor the child’s correct, physiological breathing. It can be disrupted by rhinitis, polyps, adenoid growths, etc. Adenoid growths pose a great danger to the hearing system, as they are often accompanied by chronic runny nose and inflammation of the middle ear. In all these cases, timely contact with a specialist doctor is necessary.

In the prevention and timely treatment of these diseases, the role of the teacher and educator is extremely important. Their tasks include: timely referral of the child to a specialist (otolaryngologist, audiologist), teacher-defectologist, promoting the dissemination among parents of the correct views on the prevention and treatment of hearing impairment in children; assisting the doctor in carrying out therapeutic and preventive measures.

Test questions and assignments.

Define the concept of “hearing impairment.”

Name the causes of hearing impairment. What features of cognitive and personal development do hearing impairments lead to?

Expand the classification of hearing impairment according to L.V. Neumann and B.Yu. Transfiguration for women. Describe the main types of hearing impairment in children and adolescents.

Compare the developmental features of a deaf, late-deafened, and hard-of-hearing child. Name the common and distinctive features of the development of these categories of children.

Indicate the main directions of rehabilitation and social adaptation of persons with hearing impairments.

Describe the features of correctional education and upbringing of children with hearing impairments.

What are the main measures to prevent hearing loss in children?

Boskis R.M. To the teacher about children with hearing impairments. – M., 1988.

Children with disabilities: problems and innovative trends in training and education. Reader for the course “Correctional pedagogy and special psychology” / Comp. N.D. Sokolova, L.V. Kalinnikova. – M., 2001. – Ch. 5.

Children with developmental disabilities /Under general. ed. N.D. Shmatko. – M., 1997.

Zaitseva G.L. Modern approaches to the education of children with hearing impairments // Defectology. – 1999. – No. 5.

Study of the personality of a child with hearing impairment / Ed. T.V. Rozanova and N.V. Yashkova. – M., 1981.

Mastyukova E.M. Therapeutic pedagogy. – M., 2000.

Neiman L.V. Anatomy, physiology and pathology of the organs of hearing and speech. – M., 2001.

Sections: Primary school, Inclusive education

Currently, the problems of raising and educating children with hearing impairments are becoming increasingly relevant. Today, the processes of training and education of children with hearing impairments included in general education institutions are expanding. Students who can speak independently, if they have minor agrammatisms and pronunciation deficiencies, can study in a general education school (class). The learning conditions in a general education school differ from those in a special school. These are difficult acoustic conditions in the classroom, a large number of classes, constant work in the lesson in polylogue mode and significant speech material, diverse in lexical, grammatical, phonetic and phonemic characteristics. Children with hearing impairments studying in general education classes , To communicate with others and successfully learn, it is necessary to constantly use a hearing aid, special systematic correctional work with a teacher of the deaf and a speech therapist. This joint - deaf-pedagogical and speech therapy - influence can increase the effectiveness of correctional work. The teacher-defectologist (teacher of the deaf) and the speech therapist jointly plan and practice lexical and grammatical topics in classes, thus ensuring the most complete assimilation of the material by the child. The content of classes varies depending on the speech development of children, their age, the conditions of the kindergarten or school in which they study. The development of auditory perception in such children is one of the most important components of the success of their education and is not limited only to school activities. This work is carried out at home, in the family and is organized by the teacher. During all years of study, medical prevention and therapeutic measures are required (including specific medications, physiotherapy, special physical therapy, etc.).
Psychological and pedagogical correctional work with such children in general education institutions is built taking into account the problems caused by hearing impairment.

Characteristics and psychophysical characteristics of children with hearing impairment.

There are two main groups of children with hearing impairments:

Deaf children are children whose hearing impairment does not allow them to naturally perceive speech and independently master it. Depending on the state of speech, children without speech are identified among the deaf - early-deafened those born with impaired hearing or who lost hearing before the onset of speech development. The second category – children with speech – late-deafened those who lost their hearing during the period when their speech was formed.

Hearing impaired are children with partial hearing impairment, in which independent speech development is possible, at least to a minimal extent. The hearing status of hearing-impaired children is quite varied: from a slight impairment in the perception and understanding of whispered speech to a sharp limitation in the perception and understanding of speech at conversational volume.

Depending on the state of speech, two categories of hearing-impaired children are distinguished:

• hearing-impaired children with severe speech underdevelopment (individual words, short, incorrectly constructed phrases, gross violations of the lexical, grammatical, phonetic structure of speech);
• hearing-impaired children with slight speech underdevelopment (they speak extensive phrasal speech with minor deviations in grammatical structure and phonetic design).

There is a medical classification of hearing impairment, which distinguishes I, II, III and IV degrees of hearing loss (hearing loss) and deafness.

It should be understood that hearing impairment is not just a quantitative decrease in the ability of auditory perception, but qualitative, irreversible, persistent changes in the auditory system that affect the entire mental development of the child. This is explained by the role of hearing in human development.

Hearing impairment (primary defect) leads to underdevelopment of speech (secondary defect) and to a slowdown or specific development of other functions related indirectly to the affected person (visual perception, thinking, attention, memory), which inhibits mental development in general.

The mental development of a child with impaired hearing occurs under special conditions of limiting external influences and contacts with the outside world. As a result, the mental activity of such a child is simplified, reactions to external influences become less complex and varied.

Components of the psyche in children with hearing impairments develop in different proportions compared to hearing children:

• disproportion in the development of visual and conceptual forms of thinking;
• the predominance of written speech over oral speech;
• underdevelopment of some perceptual systems while others are relatively intact (skin sensitivity is preserved, with proper training and upbringing, visual perception develops and auditory perception is formed);
• changes in the rate of mental development compared to normally hearing children: a slowdown in mental development some time after birth or after hearing loss and acceleration in subsequent periods under adequate conditions of training and upbringing.

Thus, hearing impairment leads to peculiarities in the development of the cognitive and personal spheres. When working with children with hearing impairments, the teacher needs to know and take into account their characteristic cognitive and personal characteristics.

Features of the cognitive sphere.

Features of attention.

• reduced attention span – children with hearing impairments can simultaneously perceive fewer elements;
• less stability, and, consequently, greater fatigue, since information is received on an auditory-visual basis. A hearing student has a change of analyzers during a lesson/lesson - when reading, the leading visual analyzer is the leading one, when explaining the material - the auditory one. A child with hearing impairment does not have such a shift - both analyzers are constantly used;
• low rate of switching: a child with hearing loss requires a certain time to complete one educational activity and move on to another;
• difficulties in distributing attention: a schoolchild with intact hearing can listen and write at the same time, while a child with hearing impairment experiences serious difficulties.

Features of memory.

• figurative memory is better developed than verbal memory (at all stages and at any age);
• The level of development of verbal memory depends on the volume of vocabulary of a child with hearing loss. The child needs much more time to memorize educational material; with almost all degrees of hearing loss, verbal memory lags significantly behind.

Features of thinking.

• in children with hearing impairments in elementary school, visual-figurative thinking may predominate over verbal-logical thinking;
• the level of development of verbal and logical thinking depends on the development of the speech of the hearing impaired student.

Features of the personal sphere.

Features of the development of the emotional sphere.

• a child who is hard of hearing does not always understand the emotional manifestations of others in specific situations, and, therefore, cannot empathize with them;
• a child with hearing impairment cannot differentiate subtle emotional manifestations for a very long time, and in adolescence this is especially pronounced.

Interpersonal relationships.

• For a hard of hearing student, the teacher plays a significant role in the formation of interpersonal relationships (in the formation of classmates’ assessments and self-esteem) for a long time, right up to high school;
• Deaf and hard of hearing children retain inflated self-esteem for an unreasonably long time. This is explained by the fact that from an early age they are in the zone of positive assessment of their achievements by adults;
• possible manifestation of aggressive behavior associated with a real assessment of the capabilities of a child with hearing impairment by the teacher and classmates;
• prioritize communication with the teacher and limit interaction with classmates;
• “non-aggressive aggressiveness” is the use of non-verbal means by a child with hearing impairment to attract the attention of the interlocutor (grabbing the hand, tapping the shoulder, coming very close, looking into the mouth of a peer, etc.), which is perceived by hearing people as a manifestation of aggressiveness.

Features of communication with other people.

• It is easier for a child who is hard of hearing to perceive the speech of others if he clearly sees the face of the speaker;
• often erroneous answers or difficulties in children’s answers are caused by ignorance of the lexical meanings of individual words, unfamiliar wording of statements, or unusual articulation of the interlocutor;
• when answering the question: “Is everything clear?” a child with a hearing impairment is more likely to answer in the affirmative, even if he does not understand it;
• it is difficult for a child with hearing loss to perceive and understand a long monologue;
• experiences significant difficulties in a dialogue situation;
• A child with hearing loss has psychological barriers to communicating with hearing people.

Timely medical correction of impaired hearing and psychological and pedagogical support can significantly compensate for deviations in the mental development of deaf and hard of hearing children.

Methods and techniques for working with children with hearing impairments, recommended for teachers and specialists in educational institutions.

The most specific methods and techniques in teaching children with hearing impairments are those aimed at developing speech and learning language. The issue of developing and improving all aspects of speech in children with hearing impairment is one of the most important in inclusive practice. The development of speech in children with hearing impairment has a number of features due to its difficult, defective listening comprehension.

Features of hearing-impaired children’s understanding of words and phrases.

1. Insufficient mastery of the sound composition of a word.
2. Limited vocabulary.
3. Misunderstanding of the figurative meaning of the expression.

Visual perception of speech acquires primary importance for such children, and the most accessible form of speech is - written. Reading and analysis of the text read significantly contribute to compensating for insufficient speech practice, influence the development and improvement of oral and written speech, and enrich vocabulary.

The development of speech in children with hearing impairments is carried out in several areas:

– lexical-semantic level (word);
– syntactic level (phrases and sentences);
– text level.

Lexico-semantic level.

In the process of teaching a child with impaired hearing in a general education institution, there is a significant, but insufficient expansion and replenishment of vocabulary. One of the main conditions for the successful formation of vocabulary is that How During the learning process, the meaning of the word is revealed by the child. It is necessary to use various methods and techniques to reveal the meanings of new words, clarify or expand the meanings of already known ones. Such methods and techniques can be divided into groups: visual, verbal and mixed.

Visual techniques for expanding your vocabulary:

• the use of the objects themselves or their images (models, models, toys, pictures, images);
• demonstration of slides, educational films;
• demonstration of actions and creation of visual situations.

Verbal techniques to expand your vocabulary:

• selection of synonyms, antonyms;
• paraphrasing, conveying the content of a word or phrase using other lexical and grammatical means accessible to children (hidden - sat quietly, did not move);
• selection of definitions (a stop - a small railway station);
• morphological analysis of the structure of the word (snowfall - snow is falling);
• selection to the generic concept of species (forest resources are mushrooms, berries);
• negative definitions (clutter - no order);
• tautological interpretations (leather boots - boots made of leather);
• reliance on context - an unfamiliar word is placed in a context that allows children to guess the meaning of the word themselves (couldn't resist - The boy couldn't stay on his feet and fell to the ground).

Mixed techniques for expanding the vocabulary of speech are used when explaining concepts of an abstract nature. For example, early autumn - selection of illustrations (visual technique) and selection of antonym - late autumn (verbal technique).

Syntactic level.

a) Use of dialogic forms of speech:

Exercises in the use of dialogic forms of speech play a big role in the successful development of verbal communication, in the implementation of independent contacts of hearing-impaired children with the people around them. To teach students verbal communication, it is necessary to improve the ability to listen and understand dialogic speech, to set a goal for children - to remember the content of a particular conversation, replica, question and answer to it. This task is quite difficult for children with hearing impairments, and its implementation requires a certain sequence:

• repeating remarks from the teacher or classmates in class (“Repeat what I said”; “Repeat what Anya said”);
• repetition of what was said yesterday (“What did dad say?”; “What did mom answer”?; “What did Anya talk about”?);
• memorizing and repeating what this or that person will say (“Remember what your brother will talk about tomorrow”; “Remember what your father will ask in the morning”; “Remember your answer”);
• creating visual or verbal situations that would encourage students to make certain statements: Where's the chalk? Where's the sponge? etc. Students' questions must be motivated by the need to complete this or another task (chalk is needed to write down the task; a sponge is needed to wipe the board);
• coming up with a response to a given situation, for example: “A man approached you in the yard. He asked how to get to the school principal. How will you answer him?”; “You arrived in an unfamiliar city by bus. You need to leave in two hours by train. What will you ask the passerby?”

Along with other forms of speech, dialogue, starting from the first grade and ending with seniors, should be given maximum attention.

b ) Descriptive-narrative speech.

The development of descriptive-narrative speech occurs in unity with the entire process of speech formation: its enrichment with vocabulary and mastery of grammatical forms. Descriptive-narrative speech uses the most complex linguistic means. The development of descriptive-narrative forms of speech requires the use of various methodological techniques:

• selection of pictures, illustrations for the proposal;
• selection of sentences that relate to a given picture (for example, to a description of spring);
• independent preparation of proposals and questions based on pictures, images;
• description of paintings depicting premises, landscapes without characters, plot paintings based on questions, plan, supporting words and phrases;
• compiling stories based on a series of pictures;
• compiling a story about possible preceding or subsequent events based on the content of the picture.

Text level.

A necessary condition for ensuring understanding of the content of the text is the correct organization of reading. In the process of revealing the content of any work, it is important to take into account the peculiarities of hearing-impaired children’s understanding of the text being read.

Work on the content of a work includes various stages, during which both the formation of reading consciousness and the development of an active attitude of students to the text being read take place:

a) An introductory conversation with the presentation of visual material in order to motivate reading, identify the level of proficiency in the topic presented in the text, activate the vocabulary on the topic, since understanding the topic is one of the conditions for meaningful reading, the correct presentation of the content of what has been read;

b) Independent reading of the text.

c) Checking the assimilation of the content of what was read as a whole. Answers to questions about the text read, demonstration of the main events of the text, search for sentences in the text according to the teacher’s instructions are used;

d) Detailed analysis of the text of the entire story. For example, they divide the text into parts, draw up a plan, select from the text words and expressions that relate to the characteristics of the hero of the story (description of the appearance, actions of the heroes, their internal qualities), the current phenomenon, etc.;

e) Oral retelling and presentation in writing of the content of what was read.

The successful education of a child with hearing impairment in a general education institution depends not only on the “baggage of knowledge,” but also on the ability to communicate: listen and understand speech, model a communicative situation in accordance with certain goals and objectives, focus on a partner, and consistently express one’s thoughts. The development of auditory perception in such children is one of the most important components of the success of their education. Therefore, it is necessary to provide for the involvement of a preschool institution/school speech therapist in targeted and systematic work with such children.

References

1. Noskova L.P., Golovchits L.A. Speech development in preschool children with hearing impairment. M., 2004.
2. Noskova L.P., Golovchits L.A. Methods of speech development for preschoolers with hearing impairments. M., 2004.
3. Pelymskaya T.V., Shmatko N.D. Formation of oral speech in preschool children with hearing impairments. M.: Vlados, 2003.
4. Yann P.A. Raising and teaching a deaf child: Deaf pedagogy as a science: textbook. manual: trans. with him. M.: Academy, 2003.

Corrective and developmental work with children with hearing impairment: status, problems, prospects

The main objectives of modern personality-socially oriented education are the implementation of the rights of persons with special needs of psychophysical development to receive education and correctional assistance by ensuring their accessibility and creating special conditions for this; social adaptation and integration of these individuals into society.

As studies by leading foreign and domestic defectologists (R.M. Boskis, F.F. Rau, E.Z. Yakhnina, E.P. Kuzmichev, A. Leve, etc.) show, the social adaptation of children with hearing impairment and their full inclusion of hearing people in the environment is impossible without the presence of a generally accepted universal means of communication - oral speech, which must correspond to the speech of normally hearing people. The communicative competence of a graduate with hearing impairment will contribute to a freer choice of profession or educational institution, employment and professional career, and achievement of a certain social status. From the point of view of communication, when teaching oral speech to children with hearing impairment, it is important to take into account not only the mechanisms of pronunciation, but also the mechanisms of speech perception by ear. It is these areas – teaching oral speech in conditions of intensive development of impaired auditory function – that, in our opinion, should constitute the main subject of correctional work with this category of children.

The problem of classification of hearing impairment deserves special attention when organizing correctional and developmental work. Currently, otorhinolaryngology has adopted the classification of hearing impairments of the World Health Organization, according to which five groups of hearing impairments are distinguished:

I – 26 – 40 dB;

II – 41 – 55 dB;

III – 56 – 70 dB;

IV – 71 – 90 dB;

Deafness – more than 91dB.

However, this classification is of a purely medical nature and cannot be the basis for organizing the educational process with children with hearing impairment.

The greatest recognition in deaf pedagogy is the classification of hearing impairment by L.V. Neumann, which is based on a hearing study using pure-tone audiometry when compared with the results of a hearing study using voice, elements of speech and speech.

The classification of deaf children was based on the range of perceived frequencies:

I degree – 125 – 250 Hz;

II degree – 125 – 500 Hz;

III degree – 125 – 1000 Hz;

IV degree – 125 – 2000 or more Hz.

Thus, along with the expansion of the range of perceived frequencies, the ability to perceive voices and distinguish speech sounds increases.

Children with hearing impairments are characterized by a hearing impairment of less than 83–85 dB and intact perception of the speech range, i.e. the most significant frequencies for speech perception (500-4000Hz). Therefore, the classification of hearing-impaired children is carried out depending on the magnitude of hearing loss:

1st degree – up to 50 dB;

2nd degree – 50 – 70 dB;

Grade 3 – more than 70 dB.

This classification makes it possible to determine the quantitative and qualitative characteristics of the hearing status of each group of children, the possibility of using and developing auditory perception in the pedagogical process, and to implement a differentiated approach to teaching.

Currently, deaf pedagogy has scientifically substantiated and developed a holistic system for teaching children with hearing impairment oral speech in conditions of intensive development of impaired auditory function. Let us dwell on the most important conditions for the effectiveness of correctional and developmental work with children with hearing impairment.

1. Creation of an auditory-speech environment necessary not only for the formation of students’ speech and awareness of the results of children mastering it, but also for the development of their personal qualities (S.A. Zykov, F.F. Rau, N.F. Slezina, A.G. Zikeev, T.S. Zykova, E.P. Kuzmicheva, L.P. Noskova. The auditory-speech environment assumes:

⎯ creation of conditions that ensure the constant perception by students with hearing impairment of the speech of others using various types of sound-amplifying equipment;

⎯ constant motivated speech communication with children with hearing impairment;

⎯ the use of natural and specially created situations that stimulate children’s communication;

⎯ the use of oral speech as a guide when communicating with deaf and hard of hearing children of teachers, hearing parents, relatives, and acquaintances.

2. Comprehensive auditory and speech examination of children at the beginning of school, including:

⎯ pedagogical examination of hearing status (without the use of sound amplification equipment);

⎯ identification of the state and reserves for the development of auditory perception of speech (using sound-amplifying equipment);

⎯ studying the students’ abilities to understand the interlocutor and to be understood based on the material of coherent speech;

⎯ analytical check of pronunciation (E.Z. Yakhnina, E.P. Kuzmicheva).

3. Implementation of a differentiated approach to the development of impaired auditory function, the formation of oral speech of students with hearing impairment as the most productive pedagogical technology, reflecting the ideas of a personality-oriented educational process.

Research by E.Z Yakhnina, E.P. Kuzmicheva, T.I. Obukhova, S.N. Feklistova showed that the development of speech hearing and the formation of pronunciation of deaf and hard of hearing students within the framework of existing programs focused on certain periods is not effective enough: hastily formed skills in the perception and reproduction of oral speech are not stable and quickly disintegrate; increasing difficulties lead to the development of uncertainty in the student about the possibility of mastering communication skills and reluctance to learn; teachers-defectologists become dissatisfied with the results of their work.

A differentiated approach involves:

⎯ the use at the initial stage of training of multi-level programs for the development of auditory perception and correction of pronunciation, developed for typical groups of students, taking into account the state of their auditory function, level of speech development, auditory-visual and auditory perception skills of oral speech, pronunciation skills;

⎯ current and periodic recording of the development of skills in perception and reproduction of oral speech;

⎯ continuity in work on oral speech in different organizational forms of education: in general education lessons, frontal lessons, individual lessons, during extracurricular hours. Joint discussion of the results of correctional and developmental work by all specialists.

4. Competent planning of correctional and developmental work.

Let us dwell in more detail on those aspects that, in our opinion, require special attention.

An analysis of frontal lessons and individual lessons on the development of auditory perception and pronunciation correction, conducted by speech pathologists in special secondary schools for children with hearing impairments in our republic, allowed us to identify the most typical difficulties faced by specialists:

1. formulation of work objectives for the development of auditory perception and pronunciation correction;

2. implementation of a step-by-step approach to the formation of auditory concepts of students with hearing impairment, determination of the ratio of types of speech perception;

3. ensuring a change in types of work and types of speech activity;

4. selection of speech material for correctional classes;

5. ensuring the relationship between work on the development of auditory perception and correction of pronunciation during classes.

As is known, correct goal setting is one of the important factors in the effectiveness of correctional work. As emphasized by I.N. Loginova and V.V. Gladkaya, “the content of the activity of a teacher-defectologist and, consequently, its results depend on the clarity of setting tasks. It is the nature of the tasks assigned that determines this or that content of the lesson, its structure.” At the same time, as the results of our analysis showed, in practice, the tasks of correctional classes are often formulated in a general, formal way. So, for example, a fairly common task of working on the development of auditory perception is ... “development of auditory perception.”

In this regard, we consider it necessary to characterize the basic requirements for setting tasks for correctional work. Thus, when formulating tasks for the development of auditory perception, the following must be indicated:

⎯ stage of formation of auditory ideas (perception, discrimination, recognition, recognition);

⎯ method of perception (auditory-visual, auditory);

⎯ speech material to be practiced.

For example: “to develop the ability to perceive conversational and everyday material by ear,” “to develop the ability to distinguish three-syllable words based on auditory perception,” “to develop the ability to recognize phrases from a text on the topic of the lesson by ear.”

The formulation of tasks for correcting sound pronunciation is also integral and should include:

⎯ stage of formation of pronunciation skills (statement, automation, differentiation);

⎯ name of the sound(s) to be practiced;

⎯ phonetic position (for vowels – beginning, middle, end of a word, syllable; for consonants – direct, reverse (only for voiceless sounds), intervocalic, combination with other consonants);

⎯ speech material (sound – syllable – word – phrase – phrase).

Let's give examples: “to automate the sound L in combination with vowels on the material of words, phrases and phrases”, “to differentiate the sounds S and Z in intervocalic position in syllables, words and phrases.”

In accordance with the requirements of the “Pronunciation Correction” program of special secondary schools for children with hearing impairment, in addition to work on sound pronunciation, the content of training consists of such sections as “Speech Breathing”, “Voice”, “Word”, “Phrase”. The formulation of tasks when working on these components should also be very specific.

In our opinion, frequently used formulations such as: “develop speech breathing”, “work on your voice”, etc. are unacceptable.

Let us give examples of the correct formulation of tasks: “to develop the ability to pronounce up to ... (5) syllables while exhaling”, “to develop the ability to reproduce phrases by changing the strength of the voice”, “to develop the ability to reproduce words with clusters of consonants together, without overtones, observing word stress and orthoepy norms “,” “develop the ability to highlight verbal stress in phrases with your voice based on the auditory perception of the sample.”

In the studies of L.V. Neumann, L.P. Nazarova, E.P. Kuzmicheva focuses on the fact that the formation of speech hearing is closely related to the formation of ideas. While in hearing children auditory ideas are involuntary, in children with hearing impairment they are either absent or have a schematic, unstable character. Researchers place special emphasis on the fact that the involuntary ideas of hearing-impaired students, even those with slight hearing loss, are often distorted.

The following stages are distinguished in the formation of auditory representations of students with hearing impairment: perception, discrimination, recognition, recognition of speech material. At the same time, an analysis of work practice indicates that teachers-defectologists do not sufficiently differentiate the tasks, content and methods of work at each stage. Let's characterize each of them.

Stage I – perception of speech material. The goal of the work is to form (clarify) the child’s auditory ideas, to form an accurate auditory image of a specific speech unit. The perception stage involves the mandatory use of visual support (tablets, pictures, real objects) and a clearly defined sequence of presentation of speech material (the child knows what he will listen to and in what order).

Let's give an example.

Objective: to develop the ability to perceive phrases by ear.

Method of work. The teacher places tablets with phrases written on them in front of the student and gives the instruction: “Listen in order.” Pointing to the corresponding sign, he presents the phrase aurally. The student reproduces the phrase. Work with the remaining speech material is carried out in a similar way.

The stage of perception of speech material is planned only if the child’s hearing is significantly impaired (more than 70 dB). In other cases, work should begin from stage II.

Stage II – discrimination of speech material. The goal is to develop the ability to differentiate speech material that is familiar in sound in a situation of limited visual choice (the child knows what he will listen to, but does not know in what order). At this stage, connections begin to form between the visual, kinesthetic and auditory analyzers.

Let's give an example.

Objective: to develop the ability to distinguish phrases by ear.

Method of work. The teacher places tablets with phrases written on them in front of the student, gives the instruction: “Listen out of order,” and presents the phrases aurally in a random order. The student must determine what phrase the speech pathologist teacher said.

It should be emphasized that the child’s reactions to the perceived speech stimulus must be natural: when perceiving an order, the child must carry it out and give a report; in response to a question, answer fully or briefly (depending on the communication situation). The degree of complexity of such tasks when organizing individual work is determined by the number of speech units offered to the child. Discrimination work is carried out at a “convenient” distance for the child, i.e. such that the student is able to differentiate words (phrases). Gradually the distance increases.

Stage III – identification of speech material. The goal of the work is to develop the ability to differentiate by ear speech material that is familiar in sound outside the situation of visual choice. The transition to this stage is possible when the child’s “auditory vocabulary” has been replenished to a certain extent, i.e. At the recognition stage, the material is presented that the child can distinguish well by ear. This speech material should be diverse both in topic and semantics.

Let's give an example.

Objective: to develop the ability to recognize phrases by ear.

Method of work. The teacher gives the instruction: “Listen” and presents phrases that were practiced in classes on the development of auditory perception earlier. The student must reproduce them.

Stage IV – auditory recognition of speech material – involves listening to speech material that was not used in the process of auditory training, i.e. unfamiliar sounding. Recognition is carried out outside the situation of visual choice.

In the process of targeted auditory work, a kind of “movement” of speech material occurs: the material that was worked out at the stage of discrimination is offered for recognition, and new material (worked out at the stage of perception) is planned for discrimination. Such continuity of work on the formation of auditory ideas will contribute to the development of the child’s auditory-speech abilities. At the same time, for each individual lesson, speech material is necessarily planned for discrimination, recognition, and recognition.

One of the important points when planning frontal lessons and individual lessons for the development of auditory perception and pronunciation correction is to ensure a change in types of work and types of speech activity. As rightly noted by F.F. Rau and N.F. Slezina, “types of work... are very diverse. It is impossible to give an exhaustive list of diverse types of work.” At the same time, an analysis of the content of correctional classes indicates that often a change in types of work does not entail a change in the type of speech activity.

For example, the following sequence of work on sound automation is quite common: reading syllables, reading words, reading phrases, reading phrases. However, all of the listed types of work represent one type of speech activity - reading - and this approach is methodologically illiterate.

N.F. Slezina indicates the following types of speech activity: imitation, reading, answering questions, naming pictures, ordinary speech, independent statements.

One of the leading factors in the effectiveness of correctional and developmental classes for the development of auditory perception and pronunciation correction is the selection of speech material and the order of its presentation. The accuracy and strength of the formation of both the auditory concepts of students with hearing impairment and their pronunciation skills will depend on the correct selection of speech material. The following basic requirements for the selection of speech material can be identified:

1. Content accessibility. The meaning of all words and their combinations in phrases should be known to children. A speech pathologist teacher should not deal with word interpretation during correctional classes, since they have other tasks.

2. Availability of grammatical format. Grammatical structures of phrases must correspond to the level of speech development of the student.

3. Compliance with the hearing abilities of children, i.e. their frequency and dynamic ranges of hearing. It is known that children with hearing loss have different degrees of hearing loss and different frequency ranges. These features should be taken into account by the speech pathologist when selecting speech material.

4. Implementation of the phonetic principle. Use speech material that corresponds to the phonetic tasks of the lesson.

For example, if the task is to automate the sound C in the forward position, you should not practice the specified sound as part of the word “nose”, since in this case it is in the reverse position.

The implementation of this principle when composing dialogues involves the use of speech material consisting of sounds that the student pronounces correctly (or using regulated substitutions), as well as sounds that are automated in speech during a given period. It would be methodologically illiterate to include in the dialogue words with sounds that the student pronounces defectively, as this will help reinforce the incorrect pronunciation.

5. Communicative orientation of speech material. Since the main goal of correctional work is to provide conditions for the successful socialization of children with hearing impairment, it is advisable to select the speech material necessary for children to organize subsequent communication.

6. Gradual complication of the material.

A specific feature of correctional classes for children with hearing impairment, which determines their effectiveness, is to ensure the interrelation of work on the development of auditory perception and pronunciation correction during the classes. Analysis of the results of scientific research by V.I. Beltyukova, E.P. Kuzmicheva,

L.P. Nazarova, F.F. Rau, N.F. Slezina, E.Z. Yakhnina allows us to highlight the following features of the two-way connection between pronunciation and hearing development, which should be taken into account by a teacher-speech pathologist:

⎯ the better the hearing is developed, the fewer pronunciation defects;

⎯ the worse a student pronounces a sound, the worse he can distinguish it by ear.

Thus, as L.P. emphasizes. Nazarov, on the one hand, “as speech develops, the auditory ability to perceive it increases, mastering speech contributes to a more productive development of auditory perception both during special exercises and without them,” and, on the other hand, “the development of auditory perception of speech becomes a source of accumulation of speech reserve, increasing the level of speech development.”

How should these connections be realized in the process of correctional classes? Let us highlight the main, in our opinion, conditions:

⎯ all material that is presented to the student for listening comprehension must be spoken;

⎯ in the process of developing auditory perception, fluent pronunciation correction is carried out. Here, however, it should be noted that it is impossible to correct all pronunciation errors of a student with hearing loss. Therefore, only errors made on the topic of the lesson, as well as cases of “slipping” into defective pronunciation of sounds that are automated in the student’s speech, are subject to mandatory correction;

⎯ types of work on perception (discrimination, recognition) of the material being practiced in pronunciation must be planned. For example, first a speech pathologist teacher asks a student to read words with a certain sound, and then presents them for auditory discrimination. Such work will help establish a close connection between the auditory and motor image of speech units reproduced by the child.

Children with hearing impairments are divided into two groups: hard of hearing And deaf. Hearing loss is divided into three degrees 1:

I - perception threshold not higher than 50 dB;

II - perception threshold from 50 to 70 dB;

III - the perception threshold is on average 75-80 dB in the speech range.

In accordance with the international classification, there is another IV degree of hearing loss with hearing loss up to 90 dB.

For the mental development of a hearing-impaired child, the development of his speech is important. Therefore, the upbringing and education 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.

Among the causes of hearing loss, hereditary factors play a large role - 30-50% of all cases. It should be borne in mind that some hereditary hearing defects are progressive. In 30% of cases, they can be combined with other disorders, for example: defects of vision, intelligence, diseases and malformations of internal organs, skin, and the musculoskeletal system.

Hearing impairment can also occur under the influence of various unfavorable factors acting in utero, at the time of childbirth or after birth. Among the causes that damage the fetal auditory system, the most important are intrauterine viral infections, especially rubella suffered by the mother in the first months of pregnancy, measles, influenza, as well as diseases such as congenital syphilis, toxoplasmosis, etc.

An important role in the occurrence of hearing impairment is played by kernicterus of newborns, caused by incompatibility of the blood of mother and child according to the Rh factor or blood group. With kernicterus, bilirubin intoxication occurs in the newborn's body, to which the auditory nerves are extremely sensitive. In these cases, acoustic neuritis may develop. Acoustic neuritis can also occur with many infectious diseases, with the use of large doses of certain drugs (for example,

1 Neiman L.V., Bogomilsty M.R. Anatomy, physiology and pathology of the organs of hearing and speech. M., 2001.

some groups of antibiotics). Neuritis can also be included in symptom complexes of various hereditary diseases of the central nervous system.

Neuritis is usually characterized by progressive hearing loss, sometimes to complete deafness. In this case, the perception of high tones is primarily disrupted. Bilateral congenital hearing loss or absence disrupts the child’s mental development and especially the formation of speech and logical thinking.

Children suffering from hearing loss are usually called hard of hearing, in contrast to the deaf, who, even with the use of sound-amplifying equipment, do not perceive speech by ear.

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. The main directions of correctional work on the speech and mental development of children with hearing impairments were developed by E.P. Kuzmicheva, L.P. Noskovoy, L.I. Tigranova, L.A. Golovitz, N.D. Shmatko, T.V. Pelymskaya and many others. The founders of these modern studies were such leading experts as F.F. Rau, L.V. Neiman, V.I. Beltyukov, R.M. Boskis, A.G. Zikeev, K.G. Korovin.

One of the main tasks of therapeutic and pedagogical work with children with hearing impairments is the development of speech and logical thinking. The early start of treatment and correctional work is especially important (E.P. Kuzmicheva, L.P. Noskova). The effectiveness of early correctional work with deaf children has now been proven. Domestic deaf pedagogy has accumulated experience in such work, starting from the first months of life (E.P. Kuzmicheva, N.D. Shmatko, T.V. Pelymskaya, etc.).

Currently, an original system of early correctional work has been developed, which is carried out starting with the topic: “Parts of the body. Face", "Room", "Furniture". The child is taught to understand the world around him through visual-tactile perception; to stimulate early communicative activity, special attention is paid to the person’s face; the child correlates photographs with a real person (family member), and completes the missing parts of the face. All this activity is accompanied by dissected verbal instructions.

Great importance is given to teaching the child to master a new space (orientation in his own apartment, as well as in a new room). Classes are conducted according to a special program

M e with sequential study of various topics: “Clothing”, “Food”, “Utensils”, etc. 1

Stimulation of speech development is also carried out in stages and with a consistent change in the predominant motive for establishing a communicative connection. As communicative behavior develops, the child increasingly begins to imitate the speech actions of an adult in the process of joint substantive and practical activity.

At the next stage, the child develops a motive for achieving success in verbally naming surrounding objects. And finally, at the last stage, the motive of active cognition of the surrounding reality develops.

To stimulate the speech development of a deaf child, it is important to create natural situations for communication.

When teaching language to a deaf child of preschool age, it is important to strictly distinguish between teaching methods for children six and seven years old.

There are three main areas of work on the development of speech in deaf preschoolers: the formation and development of language ability; development of speech activity; preparation for mastering the basic laws of language."

Particularly serious attention is paid to the development of the language ability of a deaf child; for this, leading importance is attached to the early start of special pedagogical correctional work 4 .

It is known that the development of language ability most intensively manifests itself at an early age, so it is important to begin correctional work with children with hearing impairments as early as possible 5 .

Imitation is of great importance for the development of language ability. Therefore, when working with young children with hearing impairments, it is necessary to stimulate imitative activity. In addition, when teaching deaf children the Shi-language

1 Noskova L.P. On methodological ways of teaching language to deaf children of senior preschool age // Correctional and educational work in preparatory groups of special preschool institutions for children with hearing and intellectual impairments. M., 1990. P. 5-30.

2 Ibid. pp. 30-59. "Right there.