Volume 03 Issue 02-2023
108
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The description of adaptive sexual education in a special school is highlighted. The positive effect of taking into
account the characteristics of the cognitive development of children with hearing impairment in the process of
adaptive physical education in special schools is analyzed.
KEYWORDS
Deaf pedagogue, adaptive physical education, students with hearing impairment, physical qualities, technologies,
person-oriented approach, physical rehabilitation, basic movements, walking, running, jumping, throwing a ball,
hanging.
INTRODUCTION
The positive effect of cognitive development of
hearing impaired children during adaptive physical
education in special schools has been studied by a
number of scientists. According to I.G. Bagrova, N.S.
Bessarabov, mental development of hearing impaired
children is a unique way of development that occurs in
special conditions of interaction with the outside world
[1]. One of the main reasons behind the emotional
development of deaf children is the lack of verbal
communication and the presence of non-verbal means
of communication (gestures, facial expressions, etc.).
Research Article
THE POSITIVE EFFECT OF ACCOUNTING THE CHARACTERISTICS OF THE
COGNITIVE DEVELOPMENT OF CHILDREN WITH HEARING DEFECTS IN
THE PROCESS OF ADAPTIVE PHYSICAL EDUCATION IN A SPECIAL
SCHOOL
Submission Date:
February 18, 2023,
Accepted Date:
February 23, 2023,
Published Date:
February 28, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue02-20
Shavkat Z. Radjapov
Independent Researcher Tashkent State Pedagogical University Named After Nizami Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 02-2023
109
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
M.D. Vinogradova, K.A. Volkova, in her scientific works,
it is shown that with this defective type of
development, the primary defect in the auditory
analyzer leads to the underdevelopment of the
functions most closely related to it, as well as to the
slowing down of the development of a number of
other functions indirectly related to hearing[ 2].
THE MAIN RESULTS AND FINDINGS
Disruption of the development of individual mental
functions, in turn, hinders the mental development of
a deaf child. In the deficient type, such features are
observed as complex interfunctional relationships and
a violation of hierarchical coordination. This is
manifested, in particular, in the fact that some
perceptual systems are underdeveloped to different
degrees, while others are relatively intact[5].
The mental development of deaf children is
characterized by the general laws that exist in the
development of normal hearing children:
1)
the rule on the interdependence of biological and
social factors in the process of mental
development of a child;
2)
the process of transition from one stage of the
psyche to another includes a deep change of all
components of the psyche;
3)
uneven mental development of children;
4)
metamorphoses in child development;
5)
development of higher mental functions.
In the mental development of children with hearing
impairment, specific laws are distinguished that are
characteristic of this type of disorder.:
1) the components of the psyche in a hearing-impaired
child develop in different proportions than those of
hearing children;
2) differences in the pace of mental development in
hearing impaired children.
General and specific laws of mental development of
children with hearing impairments are manifested in
the process of formation of specific cognitive
processes. Yu.R. Sapojnikov, B.V. According to
Sermeyev, hearing-impaired children have specific
characteristics in the development of all types of
intuition and perception. L.V. Zaikov, and V.V.
Zenkovskiy stated that the visual perception of
hearing-impaired children develops according to the
same laws as the perception of hearing people
according to the specific characteristics of hearing[4],
which is due to interfunctional interactions (perception
and speech between) leads to not being formed in
time, and this, in turn, negatively affects the
development of meaningfulness, one of the most
complex features of perception.
Hearing-impaired children perceive objects more
slowly than their peers. They need more time to
Volume 03 Issue 02-2023
110
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
emphasize the informative features of the subject. V.P.
In the experiment organized by Kashchenko, it was
studied that less detailed analysis and synthesis of
objects is associated with the slow formation of the
process of perception in deaf children[4]. There is a big
difference between hearing and deaf children in the
development of perception of the shapes of objects .
Thus, in a study of children's recognition of flat images
with contours of well-known objects, it was found that
junior schoolchildren did not recognize less than a third
of the presented objects, and deaf peers did not
recognize more than half.
E.P. According to Kuzmicheva, the impossibility of
visual-auditory orientation in space, visual search for
invisible sound objects, localization of sounds in space
based on binaural hearing negatively affects the
development of perception in deaf children [1]. In the
perception of pictures, deaf children have difficulty in
perceiving and understanding images, space-time
relations between depicted objects, they have
difficulty in perceiving objects in motion, in perceiving
contour images from an unusual point of view,
children, if it is partially hidden by another ', they do not
recognize the object. For a child with hearing
impairment, visual perception is the main source of
ideas about the surrounding world and a channel that
allows him to communicate with other people and
perceive spoken speech.
P.Ya. Galperin, A.V. Gogoleva show that the efficiency
of attention of deaf students depends on the visual
expressiveness of the perceived material more than
their hearing peers [3]. With the increase in
expressiveness, deaf students establish informational
properties of objects more accurately, make fewer
mistakes. The attention of children with hearing loss
depends more on the expressiveness of the material
than the hearing ones - they distinguish the figurative
material more easily and therefore work best with it,
which is the best way to develop attention. P.L.Fomina,
M.I.Chistyakova recognize that physical education
classes develop voluntary attention, create a
motivational atmosphere for the formation of its main
features. Also, when working with deaf children, it is
important to use different types of sensitivity,
especially tactile and vibration, to attract and regulate
attention[2].
In deaf children, as well as in hearing children,
metaphorical insomnia is characterized by meaning. In
them, the process of remembering is carried out
through the activity of analyzing the perceived objects
by connecting the newly perceived with the previously
preserved ones. At the same time, deaf children
recognize uniqueness in objects before special and
general things, pay attention to insignificant details to
basic, but not so noticeable things. The properties of
the resulting image of the object depend on
perception and affect subsequent recall and
Volume 03 Issue 02-2023
111
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
reproduction. With voluntary memorization of visual
material, deaf children are better than their normally
hearing peers on all indicators of the development of
figurative memory. fall behind: at the age of
elementary school, they do not have clear images in
memory, so they confuse the location of objects and
the image or real functional goals. Deaf children
themselves incorrectly remember images of objects, at
the age of primary school they lag behind their
normally hearing peers - they mix images of similar
objects more easily, making it difficult to switch to
corresponding images of objects.
T.V. Based on Rozanova's scientific work, it can be
concluded that deaf children's voluntary memorization
of visual material shows that the images of objects in
their memory are less systematically organized than
hearing children's [5]. The specific difficulties of deaf
children are related to the need to mentally combine
the image of the figure, recreate it, work with images,
without relying on the direct perception of the whole
figure.
Hearing-impaired children have great difficulties in the
development of verbal memory, because the delay in
the development of oral speech, even in special
educational conditions, leads to a delay in the
development of verbal memory. Difficulties faced by
deaf children in memorizing words are related to the
specific characteristics of their acquisition of oral
speech. The characteristics of the development of
verbal memory of deaf children are directly related to
the slow pace of speech development and incomplete
understanding of the text.
M.M. Nudelman, E.G. Pilyugina claims that the essence
of imagination is to change ideas as a cognitive
process, to create new images based on existing ones.
Imagination is expressed when creating an image of
the means and final result of an activity, when the
situation is uncertain, when creating a behavioral
program, when re-creating images that correspond to
the description of the object [2,3].
G.A. Shkuro, E.Z. Almost. In ontogenesis, the main
functions of imagination are formed gradually. Its
cognitive function is realized by separating the object
from the image and marking it with words, as a result,
the child develops the ability to plan future actions.
O.L. Stepanova, K.V. In Tarasova's works, by creating
an imaginary situation, it is possible to relieve tension
and solve conflicts that are difficult to remove in other
ways [4,3].
Active imagination can be recreational and creative.
Re-imagining consists of creating images that match
the description. Creative imagination includes the
creation of images that are realized in the original
product of activity. Distinctive features of imagination
in children with hearing impairment are the slow
formation of their speech, in particular, the specific
development of word meanings, role-playing games
Volume 03 Issue 02-2023
112
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
and is associated with retardation of the development
of thinking. Their story plays are monotonous and
stereotypical compared to those of hearing children,
and they are more prone to simple imitation. The
imagination of deaf children of primary school age
seems to be more distantly connected first with
perception and then with memory. Deaf children often
cannot use substitute objects, they have difficulties in
forming the cognitive function of imagination, later
than hearing children, separation occurs in the "object-
image-word" chain. Thus, in the early stages of
ontogenesis, deaf children begin to lag behind their
hearing peers in the development of imagination. And
even if their memory images are very vivid. II vividness,
the delay in the development of conceptual thinking
prevents abstraction from the concrete meaning of the
word. The ego makes it difficult both to recreate
images from verbal description and to create new
images.
G.G. Rechitskaya, who found that there is a delay in the
development of creative imagination at primary school
age, Deaf first-grade students show insufficient
flexibility in the application of ideas [4,3].
Compositions created by deaf children turn out to be
less original than those of hearing children, more
stereotyped and stereotyped, children are more
dependent on given models, patterns of actions. The
lagging behind in the development of creative
imagination of deaf junior schoolchildren is explained
by their insufficient emotional experience, its low
variety, and most importantly, the unformed
combinatory mechanisms of imagination, which leads
to difficulties in the reconstruction of past experience.
In deaf children, who learn much later than children
and on a different sensory basis, the development of
thinking has significantly more specific features than
the development of other cognitive processes.
O.K. Tikhomirov Visual effective thinking includes
external actions with the object, while the child uses
various objects as a means to achieve the goal. I.V.
Yashkova, O.S. In their final academic work, it is
common for deaf children of elementary school age to
use more elementary methods of movement, for
example, imitating and copying the model of adult
movement. Deaf children do not have a generalized
movement pattern, so they need four times more time
and three times more exposure to learn how to solve
visual-efficient tasks [1,2,4,5].
In hearing impaired children, there is also a delay in
the development of analysis and synthesis, because
their life experience is less diverse, and later the ability
to distinguish general and specific properties of
objects is formed, which are characterized by long-
term common use. The analysis remains less detailed
than defining terms.
A mental operation such as abstraction is formed in the
process of role-playing and educational activities. One
Volume 03 Issue 02-2023
113
American Journal Of Social Sciences And Humanity Research
(ISSN
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2771-2141)
VOLUME
03
I
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02
Pages:
108-115
SJIF
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FACTOR
(2021:
5.
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)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
of the characteristic features of the role-playing game
is the use of objects - substitutes, i.e. use according to
the game! the state of objects that have a different
purpose in life. Deaf children have difficulty using
substitutes. J.I. According to Schiff, it's easier for
young deaf students to use unfamiliar things as
substitutes than familiar things. The delay in the
development of abstraction is also manifested in
learning activities and in the specific features of
assimilation of words by deaf children. 'slowing down
of information processing occurs under difficult
conditions associated with poorer and less diverse
experiences and limited opportunities for self-
assimilation. social experience. In the early stages of
mental development, a child's self-esteem depends on
the evaluations of parents, and he uses his own
standards to evaluate the people around him. In
hearing impaired children, separating themselves from
the people around them, choosing their own qualities
and the qualities of another person occurs at an older
age than children with normal hearing. Later, they start
referring to themselves.
V.G. Petrova, in connection with the slow formation of
leading activities, such as objective activity, in children
with hearing impairment, later transitions to self-
awareness as an active person. The delay in the
development of the cognitive sphere, the specificity in
the formation of feelings leads to a delay in the
transition to the ability to understand and voluntarily
control one's own mental processes, and also leads to
a delay. to know moral standards, moral rules and the
values corresponding to them.
The evaluation of others and the self-esteem of hearing
impaired children, especially of primary school age, are
significantly influenced by teachers' opinions.
Deaf children have more problems adapting to the
world around them than hearing children. Ego leads to
the appearance of personal characteristics such as
rigidity, egocentrism, lack of internal control,
impulsivity, suggestibility, high level of aggressiveness
in behavior, less cooperation than those who listen,
emotional immaturity (M.Ye. Khvatsev, 1961).
P. Giberina, and A.P. The problem of forming
interpersonal relationships among hearing impaired
children is of particular importance. The uniqueness of
the development of the child's personality is
determined by hearing impairment and its relative
isolation from society.
A.P. In Zimina's research, the interpersonal relations of
hearing-impaired
schoolchildren
revealed
that
communication between children mainly takes place in
a narrow formal group (within the classroom). The
main factors that determine the sociometric status are
academic indicators, the level of speech development,
the level of hearing preservation and discipline.
Volume 03 Issue 02-2023
114
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
V.V. An important aspect of Lebedinsky's interpersonal
relationships is their perception and evaluation (social
perception and reflection), the ability to adequately
perceive, know and evaluate another person, the main
parameters of one's relationship with other members
of the group, the interaction of group members
explores relationships. E.I. Leongard, VL. According to
the scientific works of Lifanov, according to the nature
of perception and understanding of interpersonal
relationships, hearing schoolchildren identify similar
connections to those of hearing children, but it was
observed that interpersonal perception is formed
more slowly in hearing-impaired children than in
hearing children[2 ,4]. This is manifested in the
tendency of hearing-impaired children to define their
attitude by his attitude towards himself, to attribute
their attitude to others. Many children expect choices
from the people they prefer.
L.K. Makarova, .A. According to Menchinskaya,
incomplete perception of verbal speech, delay in the
development of speech makes it difficult to
communicate with a partner, forces a person with
hearing impairment to intensively use non-verbal
means of communication, introduces unique features
in understanding and understanding relationships [5].
In addition, hearing-impaired children cannot always
adequately assess their place in the general system of
personal relationships in the group. N.D. In Schmatko's
scientific work, comparing expected assessment with
self-assessment, it was found that self-assessment in
deaf junior high school students was in full agreement
with expected assessment[2].
CONCLUSION
Thus, in a number of cases, the expected grades for
deaf schoolchildren of elementary grades fully
correspond to the grades characteristic of an ideal
person. Deaf students often feel that many of their
personality traits are most valued by their classmates.
A comparison of the expected and actual grades shows
that the adequacy of the expected grades for deaf
students is slightly higher than for general school
students. V.S. Mukhina, T.N. Obukhova, at the same
time, they are not critical enough about the personal
characteristics of some students. noted [4]. Deaf
children are highly sensitive to the evaluations of
others - most of them always follow the opinions of
others, and young students with hearing impairment
are mainly interested in high evaluation of such
qualities as hard work, accuracy, knowledge and sports
success. The analysis of these scientific works, it was
proved that there is a positive effect of the
development of the characteristics of the cognitive
development of children with hearing impairment in
the process of adaptive physical education in a special
school.
Volume 03 Issue 02-2023
115
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
I
SSUE
02
Pages:
108-115
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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Uchitelyu
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Gubareva N.V. Differentiated approach and
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Kalmykov S.A. Methodology corrects the
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Selitrenikova T.A. Upravlenie protsessom
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