Correctional pedagogical work on the development of oral speech of children with hearing impairment

Аннотация

The content of correctional pedagogical work on the development of speech of children with hearing impairments is fully covered in this article. In particular, the scientists who conducted research on this problem, their scientific views, didactics of pre-letter education, and the principles of teaching were revealed. Keywords: Child with hearing defect, speech, primary defect, secondary defect, correction, didactics, typewriter speech, oral speech. children begin to hear and imitate the speech of others, Introduction: In the preschool period, which is the as in the brochure, the speech of deaf children ceases most important in children's life, basic qualifications to develop, and the existing speech skills also fade. and skills are formed and the foundation is laid for the With special development of speech in deaf children education of children physically, ethically, mentally, from the first period, it becomes possible to prevent laborally, aesthetically, environmentally, legally, the occurrence of secondary defects, to eliminate economically. In the scientific research of developmental deficiencies. The didactic of preschool B.D.Korsunskaya, L.Muminova, V.Rakhmanova, education recognizes the need to implement targeted R.Shomakhmudova, M.Ayupova, I.Kislisina, education from the first day of life in order to ensure D.Nurkeldiev and others, the need to master the the full development of the hearing child. In the language is recognized for the comprehensive and education of deaf children, this principle is of even appropriate development of the child's personality. It greater importance. In the preschool education of deaf emphasizes that during the preschool period, children children, it is envisaged to implement special corcritical acquire speech through communication with those goals in accordance with general pedagogical tasks, around them, while deaf children are unable to taking into account the degree of hearing loss of independently master speech in the communication children, the timing and the peculiarities of process, and if deaf children are not specially taught, development. The main task of preschool education they will develop a secondary defect - muteness. The institutions is to comprehensively educate children of general development of a deaf child is directly related preschool age and prepare them for school education. to his speech development. That is, the speech of deaf At the same time, a special task is carried out, such as children can be formed only on the basis of their cultivating the spoken speech of deaf children as a general development, at the same time, the means of perception and communication of the dependence of their general development on the level surrounding reality. Since a deaf child cannot acquire of development of spoken speech is recognized in the speech on the basis of hearing, their speech is formed works of L.S.Vigotsky, F.F.Rau, L.P.Noskova, in a different direction: that is, their spoken speech is L.A.Golovchis, I.Kislisina, U.Fayziev, F.Alimkhodjaeva formed using the preserved (seeing, hearing, and other scientists. In the early period, the difference movement-vibration, intuition) analyzers of deaf between deaf and hearing children is not noticeable, children. and in the period of speech, deaf children enjoy the appearance of sounds, hooting, and then thundering, Educational education and speech development of as if they were hearing children. Later, when deaf deaf children of preschool age is organized on the basis International Journal of Pedagogics 7 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) of the following principles: concepts. Deaf children are taught to read in kindergarten with the goal of preparing them for verbal 1. In the education of deaf children, the task of communication in a broad sense, while independent developing their speech is solved on the basis of their reading serves as a means of compensating for limited comprehensive development. The speech verbal communication. development of deaf children should be ensured in their daily life and in the process and harmony of the Thus, due to special educational and correctional tasks, organization of all types of activities defined in the the volume and importance of classes in preschool educational program. institutions will increase. Although training is conducted in a playful manner, they take up a lot of 2. Educational, upbringing and correctional tasks are time and leave little time for rest and free play solved by a specially focused educational tool. At the activities. The education process of deaf children of same time, the tasks of compensating for the preschool age who do not see preschool readiness is deficiencies associated with hearing impairment are drastically different from that of children of preschool carried out using general and special methods and age. The speech and general development of deaf methods of education. students