EFFECTIVE METHODS OF SPEECH DEVELOPMENT OF DISABLED STUDENTS IN THE PROCESS OF LITERARY EDUCATION

Аннотация

This article highlights the content of speech development of hearing impaired students in the process of literary education. Effective methods of speech development of hearing impaired students in the process of literary education are considered. KEYWORDS:- Literary education, text, speech, communication, speech situation, principles, effective methods, dictionary, system, reader. N.F. Slezina, K.Komarov, L.M. Bykova, T.S. I NTRODUCTION Zykova, G.A. Bakulina, K.V. Korovin, A.G. Basova, S.F. Yegorov, A.I. Dyachkov, N.M. Nazarova, G.N. The development of students' speech in the Penin, H.H. Malofeyev, O.M. This is reflected in process of literary education is one of the current Potapova's research [2, 429 p]. Scientific- scientific and theoretical issues. The theory and theoretical, methodological bases of literacy practice of speech development in the process of training, formation and development of speech literary education. conquest is inextricably and auditory perception of special school linked with teaching to understand national students N.Sh.Bekmurodov, HMGaynutdinov, traditions, values. Scientific and methodological U.Yu.Fayziyeva, DANazarova, FUQodirova, bases of literary education in a special school, FDAlimkhodjayeva RRRustamova was conscious reading in deaf and hard of hearing methodologically analyzed in her scientific students, formation and development of skills of works [3, p. 20]. literary analysis, pedagogical-psychological bases of improving the process of literary education N.G. Morozova, V.M. Boldareva, L.A. T Golovchits, E. Matinya, M.I. Studied by Nikitina HE MAIN FINDINGS AND RESULTS [1, p. 59-60]. Although scientific research has been conducted The scientific-theoretical, methodological basis on the problem of teaching literacy to students for the organization of work on the formation with hearing impairments, the issue of speech and development of oral speech of students with development technology for children with hearing impairments in a special school F.F. Pay, hearing impairments in the process of literary CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 43 – 2767-3278 https://masterjournals.com/index.php/crjp CURRENT RESEARCH JOURNAL OF PEDAGOGICS 2(10): 43-48, October 2021 DOI: https://doi.org/10.37547/pedagogics-crjp-02-10-09 ISSN 2767-3278 ©2021 Master Journals Accepted 26thOctober, 2021 & Published 31thOctober, 2021 education has not been specifically studied. . The effective methods for determining the study of literature is primarily aimed at effectiveness of speech formation in children educating students with hearing impairments, with hearing impairments in the context of the centuries-old history of Uzbek literature and literary education is a pressing issue. In the the main direction of the current literary process course of our research, there was a need for - the leading writers and their work, the history hearing-impaired students to study aspects of of the people and the country reflected in the comprehension of vocabulary and the content of work of these writers. introduce, give an idea of the text being read. P.M. Boskis found in his the specific aspects of literature as a science and research that the limited speech experience that theoretical issues. Knowledge of the best works results from a hearing impaired child’s inability of world literature in different literary and to fully comprehend speech leads to a historical periods and the authors of these quantitative lack of vocabulary and a specific use works, on the one hand, allows students to of it. P.M. Boskis distinguishes between speech understand the national identity of Uzbek disorders in hearing-impaired children [7, p. literature, on the other hand, enriches their 143]: knowledge of literature. VVGolubkov emphasizes  Express a single characteristic instead of that the development of speech culture is a naming the whole object; common task of the school community, in which the main role is given to the teacher of literature:  Replacement of the whole object with its , is given as a bright, impressive form"[4, p. 237]. part; Lack of speech development of hearing-impaired  Name another object that is conditionally students negatively affects the process of related to the object; understanding the content of a work of art. P.M.  Name the general situation in which the Boskis, 1966; A.G. Zikeyev, 1976, 2000; K.V. subject is related; Komarov, 1985, 1988; K.V. Korovin's 1985 study highlights the complex relationship between  Name a similar object according to its hearing impairment and speech development, function; which leads to insufficient development of a  Name an object that looks similar. child's mental functions [5, p.170]. Scholars have Noting the peculiarity of the acquisition of identified hearing impairment in students with vocabulary by a child with a hearing impairment, hearing impairments, specific development of P.M. Boskis argues that limited speech resources vocabulary and grammatical struc