Author:
A. M. Sivinskiy,
Doctoral Student, Department of Social and Pedagogical Disciplines,
Abay Myrzakhmetov Kokshetau University,
189a M. Auezova st., 020000, Kokshetau, Republic of Kazakhstan
ORCID ID: https://orcid.org/0000-0002-6683-584X
SPIN-код: 3337-2617
e-mail: sivinskiy@mail.ru
Abstract:
Introduction. Global processes occurring in the global educational space require qualitative trans-formations at school for children with hearing impairment. The purpose of this article is to describe ways to intensify and increase the effectiveness of education for children who do not hear at all or are dull of hear-ing children in terms of deep cooperation of deaf-and-dumb pedagogues and subject specialists.
Materials and Methods. The article uses the methods of analytical and theoretical research, system-atization, synthesis and application of the author’s teaching experience in the framework of modern trends in special education.
Results. The necessity of qualitative transformations in the modern system of special education has been scientifically substantiated, examples of educational paradigms that have a positive impact on the per-formance of teaching children with hearing impairments are considered. The principles of interschool coop-eration of teachers, deaf-and-dumb pedagogues and other specialists are described. Its effectiveness is eval-uated as a means of cognitive and remedial influence. With specific examples, the stages of establishing intersubject connections and introducing elements of advanced teaching are shown. The methods of work-ing on the oral speech and communicative skills of hearing impaired children are revealed. These methods are used during the entire educational period.
Conclusions. The modern paradigms for effective teaching of hearing impaired children with proper methodological organization of the educational process can have a significant impact on the working effi-ciency of special (remedial) schools.
Keywords:
Special education, hearing impairments, cooperation, intersubject connections, propedeutics, remedial schools, deaf-and-dumb pedagogy.
