CORRECTIONAL WORK CARRIED OUT WITH EDUCATIONAL EDUCATION OF CHILDREN WITH HEARING IMPAIRMENTS

Аннотация

This article provides information on the education and upbringing of children with hearing impairments in special conditions using special methods and the referral of children withmild hearing impairments toinclusiveeducation in kindergartens andschools. Keywords: Surdo pedagogy, ear supra, Grammar, component, defectology, differential analyzerembryonic period, meningoencephalitis heredity, genetics. Speech is a complex mental activity. It has a great influence on the formation of mental processes and the overall harmonious growth of children. Speech is based on perception through theauditory organs and develops through imitation ofthosearound it. The auditory analyzer, the speech-motivating analyzer, participate in the formation of oral speech. The level of development of the speech-motivating analyzer and the auditory analyzer largely depends on pronunciation. The growth of a child's speech, the pronunciation of sounds, the level of maturation of physiological and phonemic hearing are characterized not only by the child's ability to distinguish between the structure and sound composition of words in his own speech and the speech of others. This ability, which consists in understanding the structure of words, is also important in the development of grammatical and lexical components. Both signal systems, as well as the interaction of perception and speech, form the basis of mental development. In surdopedagogy, children with hearing impairments are divided into groups of deaf-mute, hard of hearing, and children who later become hard of hearing. Complete deafness in both ears during infancy, when the native language has not yet developed, leads to deaf-muteness. Children who have speech impairments as a result of partial hearing impairment are included in the group of children with hearing impairment. Children who do not hear well after speech has developed and formed are included in the group of children who later become hard of hearing. Although this defect occurs after speech has been acquired, due to a defect in the ear, there are specific hearing defects. Permanent hearing defects can be congenital and acquired according to the causes of their occurrence. page2527 INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE ISSN:2692-5206,ImpactFactor:12,23 AmericanAcademicpublishers,volume05,issue05,2025 Journal: https://www.academicpublishers.org/journals/index.php/ijai 25-30% of deaf children have congenital hearing defects. This can be caused by various diseases of the mother during pregnancy, such as influenza, alcoholism of the parents, unknowing use ofdrugs bythe mother during pregnancy, especially drugs such as streptomycin, quinine, etc., fetal damage, hereditary genetic factors, pathological changes in the structure of theear, such as atresia of the auditory canal, acquired hearing defects, defects in the structure of theear orauditory analyzer. This is caused by changes in the conduction pathways of the higher nervous center or in the ear itself. In some cases, a child's early illness with otitis media, parasites, mumps meningitis, meningoencephalitis, measles, rubella, influenza can lead to deafness, that is, hearing impairment of varying degrees. Nowadays, extensive study of environmental issues is also of great importance in the prevention of hearing impairments. Various harmful chemicals have a very strong effect on the auditory analyzer, especially disabling the conducting nerves of the analyzer, as a result of which the child cannot hear well. Children with hearing impairments are included in the category of abnormal children, since this defect has a negative effect on the overall development and maturation of children and the assimilation of program materials. Children with hearing impairments should be educated and raised in special conditions using special methods. Even mild levels of hearing loss affect the overall development of children, causing a number ofuniquedifficulties in mastering kindergarten and school programs. Even after the development of hearing speech in young children, for example, when it is lost at the age of two, as a result of deafness, the child cannot hear the speech of those around him and gradually forgets even what he knows. The deafness in a child is combined with dumbness, and he becomes deaf-mute. If the child is not provided with special assistance in a timely manner, signs of mental retardation also appear. However, special correctional conditions that compensate for thedefect and activate the control processes, eliminating thedefects in the child, ensure boththeirspeech development andgeneral mental development. There are all the necessary conditions in a specially organized preschool educational institution and boarding school for children with hearing impairment. Educators and teachers in special institutionsshould help such children receive appropriate education. As mentioned above, in surdopedagogy, children with hearing impairment include deaf-mute, congeni