Volume 03 Issue 12-2023
162
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
162-167
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
A
BSTRACT
This article shows the characteristics of hearing perception of hearing impaired children, the importance
of finding and creating effective forms and methods of developing hearing perception of hearing impaired
children, their effectiveness, and acquiring the necessary knowledge and skills.
K
EYWORDS
literature analysis, auditory perception, color, motive, conversation, intuition, gesture.
I
NTRODUCTION
The school for hearing-impaired children will
have special listening rooms equipped with sound
amplification devices, which allow the use of
residual hearing in the pedagogical process.
Research results show that children with hearing
loss easily learn the general rhythm of speech,
verbal and logical structures, which makes their
speech comprehensible and coherent. hearing
impaired children are activated. In this case, the
development of auditory perception is not due to
the restoration of the anatomo-physiological
mechanism, but by activating the auditory
perception. Due to the loss of auditory perception
and perception in a hearing impaired child, visual
perception and perception begin to take the main
place. The visual analyzer of a hearing impaired
child is of primary importance in understanding
the surrounding world.
Journal
Website:
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Research Article
DEVELOPMENT OF PROFESSIONAL-METHODICAL TRAINING
OF DEFECTOLOGISTS WORKING WITH CHILDREN WITH
HEARING DEFECTS
Submission Date:
December 08,
Accepted Date:
December 13, 2023,
Published Date:
December 18, 2023
Crossref doi:
https://doi.org/10.37547/ijasr-03-12-29
Lazizbek Khaitov
Kokan State Pedagogical Institute, Head Of The Department Of Special Pedagogy, Ph.D, Uzbekistan
Volume 03 Issue 12-2023
163
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
162-167
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
According to the results of research conducted
with the help of new acoustic devices, 40% of
children with hearing loss have hearing loss. They
can be used in the educational process. In the 19th
century, I.I.Fleury, then N.M.Lagovsky and other
researchers also recognize that people with
hearing loss have a residual hearing. N.M.
Lagovsky said that it is possible to activate and
develop this residual hearing. N.M. Lagovsky
classifies several groups according to the level of
auditory perception. Children belonging to one of
these groups have a certain degree of auditory
perception, which allows them to distinguish
non-speech sounds. Other children have a higher
level of auditory perception, which allows them to
distinguish between vowel sounds, syllables, and
words.
Visual perception and perception of hearing-
impaired children at the level of hearing children
L.V. Zankov, I.M. Solovev, K.I. Veresotskoi, proved
in his research. It has even been reported that
children with hearing impairments have
increased visual perception and perception.
Therefore, hearing-impaired children pay
attention to features and subtleties of the external
world that a hearing child does not. Hearing
children often change green, ink, red, and carrot
colors compared to hearing impaired children.
Children with hearing impairments distinguish
colors finely. L.V. Zankov and I.M. Solovev noted
that the pictures drawn by children with hearing
loss include more details and parts than the
pictures drawn by hearing children. When
comparing the pictures of hearing impaired and
hearing children, it can be seen that in the
pictures of hearing children, important parts of
the objects are not present in the pictures. In the
drawings of children with hearing impairment,
such defects are rare, but they draw pictures that
express spatial relations with difficulty. L.V.
Zankov and I.M. Soloviv stated that in the process
of visual perception, hearing-impaired children
pay more attention to the additional details of the
object compared to the hearing ones. Therefore, it
can be shown that the analytical type of
perception is superior to the synthetic type in
hearing-impaired children. I.M. Solovyov admits
that this situation does not lead to the conclusion
that hearing-impaired children have a superior
sense of sight compared to hearing children.
Visual perception is of great importance in the
formation of speech of hearing impaired children.
A hearing child learns to speak by relying on
hearing and visual intuition and perception.
In hearing-impaired children, visual perception
and intuition are of great importance in
understanding the world around them. Along
with hearing loss, children with hearing
impairments have an active and sharpened sense
of sight. In addition to visual perception, the
senses of smell and movement also have an
important place in the process of perception.
Motion senses provide a signal about the
movement of the human div, parts, speech
organs. When the function of the hearing analyzer
is disturbed, the clarity and differentiation of
speech movements is disturbed. I.M. Solovyov
and other scientists attribute hearing loss to not
only the sense of the articulatory system, but also
the sense of movement of the respiratory system.
Volume 03 Issue 12-2023
164
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
12
Pages:
162-167
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
For example, forms of speech such as mimicry and
dactylology are formed on the basis of movement
and visual sensations. Skin senses include tactile
and temperature senses. Their unity allows to
understand the material representing the object,
its shape and size. These sensory receptors are
located on the tips of the fingers and on the tip of
the tongue. Sensations require active activity and
occur during contact with receptors. Skin
sensations, perception, along with others, help to
fully perceive the object. Skin sensations
complement the perception of an object by sight.
Mainly, the importance of skin sensations is great
in perceiving the size and spatial location of
objects, in sensing the outer layer of objects N.M.
Logovsky admits that hearing impaired children
can be activated and develop auditory perception.
This scientist emphasizes the importance of
visual perception in the compensation of mental
development disorder in case of hearing
impairment. By the 20s of the XX century, L.S.
Under the leadership of Vygotsky, the process of
systematic research of current problems of
special psychology was carried out. In his
scientific activity, the scientist studies hearing
impaired, blind, mentally retarded children with
various disabilities and their educational
problems. In 1924-1926, the first scientific works
devoted to this problem were published. F.F. Rau,
N.F. Slezina, I.G. Bagrova, V.I. Bel'tyukova, K.A.
Volkova, S.A. Zikov, T.S. Zikova, Ye.P.
Kuz'micheva, E.I. Leongard, L.P. Noskova, T.V.
Pelimskaya, N.I. Shelgunova, N.D. Shmatko, Ye.Z.
Yakhnina and others have comprehensively
studied the problems of auditory perception
formation. According to F. F. Rau, the separation
of the stages of activation and development of
auditory perception of children with hearing
impairment depends on another factor - the
ability of children with hearing impairment to
acquire different types and forms of language.
Activation of auditory perception of children with
hearing impairment and at different stages of
development, it is required to use the types and
forms of speech in different amounts and
proportions, as well as to choose the initial and
leading forms of speech. Words, phrases,
sentences and texts are used to develop listening
skills.
To the content of the work on the development of
hearing loss:
- speech material: teaching to listen and
understand sounds, words and phrases,
sentences (assignments, questions, sentences),
texts;
- teaching to perceive speech and non-speech
sounds (circle, trumpet) by extending the
distance from sound sources;
- teaching to distinguish speech and non-speech
sounds: it includes distinguishing the source,
strength, duration, rhythm of the sounds of
musical toys.
N.F. Slezina states that the speech material to be
perceived and pronounced by hearing must
comply with the following requirements.
1. Speech material should be familiar to children
from speech development, introduction to the
environment, visual activities and other activities.
Volume 03 Issue 12-2023
165
International Journal of Advance Scientific Research
(ISSN
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2750-1396)
VOLUME
03
ISSUE
12
Pages:
162-167
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
During the first 1-2 years, the written tables are
compared with the relevant subject, picture,
movement; in the following years, he should
know the composition and sequence of letters in
the given words and sentences for pronunciation
and differentiation, type words, write them, make
them from the letters of the alphabet.
2. Material necessary for communication, words
that are often used in communication with adults
and in mutual communication should be
obtained.
3. It is necessary to select familiar and necessary
speech material that corresponds to the tasks at a
certain stage of the development of hearing and
the formation of pronunciation:
- in the first years of education, for the
development of auditory residuals, words with
different acoustic, syllable composition and
rhythmic structure, as well as easier to
pronounce, are taken;
- speech material related to the phonetic topic
(the studied sound) is taken in all years of
education. For example, in order to establish and
distinguish sounds, words and sentences in which
this sound occurs often are taken.
After learning to distinguish words and sentences
by sight and hearing, they are taught to recognize
speech material. In this case, the speech material
itself is presented. When speech sounds, words
and sentences are presented for recognition,
pictures, objects, toys are not shown. The child
completes the task. If the child's answer is correct,
the pedagogue shows the appropriate picture or
table. After the material defined in the program in
the 1st and 2nd year of education is
distinguishable and recognizable, an unfamiliar
word from the second half of the 3rd year and
sentences are given to differentiate. Words and
sentences should be distinguished and
recognized by hearing (not seeing). The child
repeats the word he heard. It can be pronounced
as syllables, word outlines, or whole words. If the
words and sentences are not understood by
hearing, the material is given for reception by
seeing and hearing. After the words are repeated,
they are given to hear again. If the child tries to
repeat every word even if it is wrong, the teacher
encourages him.
As a result of targeted, consistently organized
activities, children's ability to perceive speech
and non-speech sounds develops. As a result, it is
possible to accurately determine the level of
hearing and the nature of hearing loss during the
audiometric examination of the hearing ability of
a child with a hearing impairment.
Speech material (unfamiliar words, phrases,
sentences and texts) is given to be understood by
listening. On the basis of the development of
listening skills, speech treatment is carried out.
Since the main unit of speech is the sentence, the
sentence should be taken as the main speech unit
in speech perception. The development and
progress of the science and practice of deaf
pedagogy creates a basis for the improvement of
the hearing development system of children with
hearing impairment. In order to develop the
modern system, it is necessary to implement the
education and upbringing of children with
Volume 03 Issue 12-2023
166
International Journal of Advance Scientific Research
(ISSN
–
2750-1396)
VOLUME
03
ISSUE
12
Pages:
162-167
SJIF
I
MPACT
FACTOR
(2021:
5.478
)
(2022:
5.636
)
(2023:
6.741
)
OCLC
–
1368736135
hearing impairment from the first months of life,
to develop new effective approaches to speech
development in the conditions of the
communicative system based on the development
of hearing ability. In connection with the general
development of a deaf child, the formation of
speech is unique. In a healthy child, as in the early
period of speech formation, in a deaf child,
vocalizations occur. Congenital deaf children also
have humming and crying characteristics, which
depend on signals from the external or internal
environment - hunger, thirst, cold, heat, just like
healthy children. Due to the deficiency of hearing
perception in a deaf child, his ability to sense
through skin, taste, smell, and sight begins to
perform the function of communication with the
external environment.
If the defect is detected as early as possible, the
correct diagnosis is made, and special attention is
paid to the deaf child, there is a wide possibility of
eliminating the defect and making it undetectable.
Otherwise, the mental, physical and related
mental development lags behind, that is, the child
develops in a limited way from the social
environment. No matter how strong the attention
of parents and relatives is, if a special approach is
not organized, the general development of the
child will lag behind. Because the functions of
auditory perception are extremely important. A
deaf child cannot perceive not only ordinary
speech sounds, but also non-speech sounds, and
even if he receives them, he cannot distinguish
them. At the same time, a deaf child does not
understand the existence of voice and spoken
speech, that they organize and control human
activity. As a result, when they do not hear the
words of others, they themselves cannot enjoy the
higher social benefits of speaking and
pronouncing words. So, since deafness has a
negative impact on the formation of deep human
qualities, a deaf child can be isolated from society.
Although the child lives by seeing, tasting,
smelling, and feeling through the skin, these
actions correspond to a system that is not enough
for living. It is important to understand the nature
of inner speech in order to determine the
mechanism of speech formation in a deaf and
hard of hearing child.
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Pages:
162-167
SJIF
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5.636
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6.741
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