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SOCIAL STATUS OF DEVELOPMENT OF STUDENTS WITH HEARING
PROBLEMS IN PRIMARY SCHOOL
Rakhmatova Shirin Nig'mon qizi
Teacher of the Department of Clinical Fundamentals of Surdopedagogy and
Special Pedagogy of Tashkent State Pedagogical University named after Nizami
Mirsobitova Lobar Mirziyod qizi
Student of the Surdopedagogy department of the Faculty of "Special Pedagogy
and Inclusive Education" of Nizami Tashkent State Pedagogical University
named after Nizami
https://doi.org/10.5281/zenodo.14830255
Abstract:
The article studies the normative and legal foundations of the
social situation in the development of students with hearing problems in
primary school, its specificity, problems of the social situation in their
development and the factors influencing them.
Keywords:
Social adaptation, concept of social adaptation, adaptive
diagnostics, correction, social integration.
The role of educational institutions in the socialization of students with
hearing problems in modern society is of decisive importance. The problems of
social adaptation and rehabilitation of students with hearing problems are
solved by including them in existing areas of daily individual and socially
significant activity, taking into account the personal interests and capabilities of
students, in the context of targeted socio-pedagogical influence.
Primary education is the initial stage of general secondary education. In the
Republic of Uzbekistan, primary education includes grades 1-4 and education
begins at the age of 6-7. The Law of the Republic of Uzbekistan on Education No.
O'RQ-637 dated 23.09.2020 states that primary education is aimed at forming
the foundations of literacy, knowledge and skills necessary for obtaining general
secondary education. There is a curriculum and educational programs for
primary education classes, and based on the curriculum, students are provided
with knowledge in the following subjects: reading, native language,
mathematics, fine arts, education, physical education, technology, natural
science, music, English, Russian. According to the state educational standard, the
number of students in primary, secondary, and high school grades of
comprehensive schools should not exceed 35.
In specialized boarding schools for children with hearing problems,
primary education includes grades 0-1-4. Since children with hearing problems
do not have hearing, they cannot immediately start studying in the 1st grade of a
specialized boarding school for children with hearing problems. Only graduates
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of specialized preschool educational institutions for children with hearing
problems with the relevant documents and the conclusion of a medical-
pedagogical-psychological commission can be admitted to the 1st grade of a
specialized boarding school for children with hearing problems. Children who
do not attend specialized preschool educational institutions for children with
hearing problems and who come from home to specialized boarding schools for
children with hearing problems, with the appropriate documents and the
conclusion of the medical-pedagogical-psychological commission, may be
admitted to the 1st grade after receiving education in the preparatory class of
this school for 1 academic year and adapting to the social environment of this
school.
Social development is the process of students with hearing problems
mastering the values, culture, traditions, and customs of the society in which
they live, participating in play activities, communicating with adults and peers,
learning to live side by side with others, taking into account the interests of
others, the rules and norms of behavior in society, that is, social maturity.
Hearing impairment significantly complicates the socialization of deaf and hard-
of-hearing children, which is primarily associated with the disruption of their
social contacts with the outside world due to the absence or serious
underdevelopment of speech.
The childhood stage, when the foundation for successful social adaptation
to society is laid, is of particular importance. The child gets acquainted with the
rules of behavior, customs, and etiquette, learns the language of the people
around him, that is, in the broad sense of the word, assimilates the culture of the
people.
Socialization of children with hearing problems is their integration into
society so that they can acquire and assimilate certain values and generally
accepted norms of behavior necessary for society, apply them in independent
life and provide assistance. In order for children with hearing problems to enter
adulthood, it is necessary, first of all, to create pedagogical conditions for the
social adaptation of children in the family and educational institutions.
The concept of socialization and social adaptation of students in the
primary grades of specialized boarding schools for children with hearing
problems requires the definition of this concept. But, first of all, we should pay
attention to the definition of the term “socialization”.
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According to I.S. Kon, socialization is the assimilation by an individual of
social experience, certain social roles and a system of culture, during which a
social personality develops.
According to N.I. Shevandrin, “socialization” is a process and a result. That
is, the process of an individual entering into social relations. Both scientists
emphasize that a person, having mastered social roles and relations, becomes a
person, acquires the knowledge and skills necessary in life.
Socialization is the process of assimilating certain knowledge, values,
norms, attitudes, and behavioral patterns that are included in the concept of
culture inherent in society as a whole to a social group. In particular, in the
socialization of students with hearing impairments to the norms necessary for
their successful functioning in this society, it is important to create the necessary
conditions for the gradual assimilation of socially significant behavioral
experiences, cultural norms of communication with other people, and moral and
labor culture by students.
Social adaptation (from the Greek "adapto" - adaptation) means ensuring
that the individual and group behavior of children with special educational
needs corresponds to social rules and values. Social adaptation is the training of
children with hearing impairments to a normal lifestyle and to use the normal
conditions of an open society throughout their lives. Social adaptation is a
continuous, active adaptation of an individual to the conditions of the social
environment and the result of this process. Although social adaptation occurs
regularly, this process is usually periodically associated with significant changes
in the life and activities of the individual and those around him. The central
aspect of social adaptation is the individual's acceptance of his social role. In
social adaptation, a complex rehabilitation system provides the highest possible
level of preparation. This process includes 3 main stages, each of which
performs its own tasks:
Adaptive diagnostics;
Correction;
Integration.
At the adaptive diagnostics stage, the development of the child's personality
is diagnosed and the most optimal correctional and educational work with him
is determined.
At the correction stage, rehabilitation work is organized and carried out
with the child, and the parent or guardian is trained in rehabilitation
technologies.
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At the integration stage, the child's integration paths into society are
determined and all complex rehabilitation work is carried out within a certain
period. The purpose of this rehabilitation work is to achieve the social status,
financial independence, and socio-domestic adaptation of the child with hearing
impairment.
Through social rehabilitation, the specific psychological characteristics of
the child with hearing impairment are developed. During the process, a number
of problems associated with a large number of internal and external factors that
arise in a child with hearing impairment affect the development of the child. In
order to effectively start this process, it is necessary to study their specific
characteristics, foresee their positive and negative aspects, the results of the
impact and start correction in a timely manner.
In conclusion
, ensuring that students with hearing problems in specialized
boarding schools have equal opportunities with all other citizens, preventing
restrictions in their life activities, creating favorable conditions that allow them
to live as full members of society, actively participate in social, economic,
political life, and fulfill their civic duties is the main content of the humanitarian
policy of our President.
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Zaiceva². Socialization Problems among Hearing-Impaired Children at Special
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Selection and/or peer-review under the responsibility of Dr. Zafer Bekirogullari
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