Volume 04 Issue 10-2024
51
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
51-54
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article reveals the importance of developing communication skills in children after cochlear implantation.
Approaches to speech rehabilitation of this contingent of children are described. The article substantiates the need to
develop communication skills in younger schoolchildren after cochlear implantation.
KEYWORDS
Rehabilitation, cochlear implantation, correctional and developmental system, primary school children,
communication skills.
INTRODUCTION
Every year there are more and more children with
impaired auditory function. In Uzbekistan, cochlear
implantation has become a common method of
rehabilitation for deaf children and adults, this method
is rightfully considered the most effective, contributes
to successful speech development.
The main goal, according to many specialists working
in this field (E.L. Goncharova, V.E.Kuzovkov, I.V.
Koroleva, E.I. Mironova, G.A.Tavartkiladze, V.I. Pudov,
O.V. Zontova, N.V.Tarasov) is considered to improve
the quality of life after implantation, the formation of
conditions for the perception of oral speech and the
organization of one's speech on this basis, used for
communication and for cognition of the surrounding
world. It should be known that the operation itself, as
a result of which a cochlear implant is installed,
unfortunately, is only 20% successful, it partially
Research Article
THEORETICAL FOUNDATIONS OF THE DEVELOPMENT OF
COMMUNICATION SKILLS IN PRIMARY SCHOOL CHILDREN AFTER
COCHLEAR IMPLANTATION
Submission Date:
Sep 30, 2024,
Accepted Date:
Oct 05, 2024,
Published Date:
Oct 10, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue10-09
Rakhmonova Nilufar Zakirjanovna
Teacher of the Department of Surdopedagogy and Clinical Foundations of Special Pedagogy, Tashkent State
Pedagogical Institute named after Nizomi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 10-2024
52
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
51-54
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
restores hearing. And 80% is accounted for by the
correctional work of sign language teachers and, of
course, parents. The need for psychological and
pedagogical rehabilitation of a child after surgery is
substantiated. A speech therapist plays a very
significant role in the rehabilitation of children after
cochlear implantation. The duration of rehabilitation in
children after cochlear implantation is 3 to 5 years or
more. [6]
For children with a cochlear implant, the correctional
and developmental system at the initial stage should
be aimed at the formation of communication skills, a
gradual increase in the measure of independence,
subordination of their activities to the set goal with the
organizing, stimulating help of an adult.
For the full use of the auditory capabilities obtained as
a result of cochlear implantation, children need
postoperative
rehabilitation.
Currently,
two
approaches to rehabilitation have been developed: the
auditory method (I.V. Koroleva)[1] and "3P-
rehabilitation" - an approach based on the traditions of
the scientific school of sign language psychology and
sign language pedagogy (E.L. Goncharova, O.I.
Kukushkina)[2.44-51], as well as the corresponding
ontogenetically oriented system of work of a sign
language teacher with a child (A.I. Sataeva)as well as
the corresponding ontogenetically oriented system of
work of a sign language teacher with a child (A.I.
Sataeva). [4] At the same time, there remains a fairly
large number of implanted primary school children
who have not been fully rehabilitated.[5] Such children
are forced to study in schools for the hard of hearing
and the late deaf. One of the central problems is the
state of their communication skills.
Practice shows that there is still a fairly large number
of children with cochlear implantation who, by the
beginning of school education, did not have the
opportunity to spontaneously master speech on an
auditory-visual basis. In this case, as a rule, children are
sent to a special school for hard of hearing and late-
deaf children. They should not be sent to a school for
deaf children, because they have been implanted and
now need an environment of hearing and speaking, but
they cannot study on an equal basis with hearing
people due to the lag in general and speech
development that developed during the previous
period of deafness.
The communication skills of children with cochlear
implants, who are sent to school for the hard of
hearing and the late deaf, are lower than those of their
hard of hearing peers. Implanted schoolchildren
require their intensive development. Based on the
basic provisions of the theory of sign language
pedagogy, the development of communication of
children with hearing impairment is carried out taking
into account the peculiarities of their general and
speech development. Various systems of formation of
communication skills in the deaf have been developed
and applied in practice (L.M. Bykova, S.A. Zykov, T.S.
Zykova, A.G. Zikeev, I.V. Koltunenko, L.PThe
communication skills of children with cochlear
implants, who are sent to school for the hard of
hearing and the late deaf, are lower than those of their
hard of hearing peers. Implanted schoolchildren
require their intensive development. Based on the
basic provisions of the theory of sign language
pedagogy, the development of communication of
children with hearing impairment is carried out taking
into account the peculiarities of their general and
speech development. Various systems of formation of
Volume 04 Issue 10-2024
53
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
51-54
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
communication skills in the deaf have been developed
and applied in prm.
In sign language pedagogy, communicative skills are
traditionally considered primarily in the context of the
formation and development of the communicative
function of speech (R.M. Boskis, L.M. Bykova, S.A.
Zykov, T.S. Zykova, K.V. Komarov, K.G. Korovin, M.I.
Nikitina, etc.). Sign language teaching systems for the
formation of communication in deaf, hard-of-hearing
and late-deaf children have been substantiated, known
and implemented. Many years of practical experience
have been accumulated in the development of
communication skills in children with hearing
impairment in the special school education system. The
necessity of developing children's communication
skills in all academic subjects, both general and special,
both in frontline and individual classes on the
development of speech hearing and the pronunciation
side of oral speech, as well as in extracurricular
activities, is proved.
In sign language pedagogy, communicative skills are
traditionally considered primarily in the context of the
formation and development of the communicative
function of speech (R.M. Boskis, L.M. Bykova, S.A.
Zykov, T.S. Zykova, K.V. Komarov, K.G. Korovin, M.I.
Nikitina, etc.). Sign language teaching systems for the
formation of communication in deaf, hard-of-hearing
and late-deaf children have been substantiated, known
and implemented. Many years of practical experience
have been accumulated in the development of
communication skills in children with hearing
impairment in the special school education system. The
necessity of developing children's communication
skills in all academic subjects, both general and special,
both in frontline and individual classes on the
development of speech hearing and the pronunciation
side of oral speech, as well as in extracurricular
activities, is proved.
The direction of research and practice related to the
education of children with hearing impairment in
conditions of integration and inclusion is actively
developing (T.S. Zykova, O.A. Krasilnikova, E.I.
Leonhard, N.N. Malofeev, E.V. Mironova, T.A.
Solovyova, G.N. Penin, N.D. Shmatko, etc.).
Researchers convincingly prove the productivity of
systematic communication with hearing peers and
adults for the development of communicative skills of
children with hearing impairment, and at the same
time pay attention to the need to select the proportion
and form of integration appropriate to the capabilities
of each child.
An analysis of the literature on the problem of
rehabilitation of children after cochlear implantation
shows the similarity of opinions of various researchers
about the group of children with CI as an extremely
heterogeneous and special category of schoolchildren
with hearing impairment (E.L. Goncharova, I.V.
Koroleva, O.A. Krasilnikova, O.I. Kukushkina, A.S.
Liukin, A.I. Sataeva, N.V. Tarasova, N.D. Shmatko et al.).
The dynamic classification of children with CI, the first
in sign language teaching, has been developed, which
became necessary due to the changing medical and
socio-psychological status of the child during cochlear
implantation and subsequent rehabilitation.
As long-term studies have shown, as a result of
successful rehabilitation, children with cochlear
implantation switch to the path of natural
development of auditory perception and spontaneous
development of speech, as it happens in a hearing child
of an early age (A.I. Sataeva).
Volume 04 Issue 10-2024
54
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
10
P
AGES
:
51-54
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
An analysis of the literature has shown that cochlear
implantation creates prerequisites, but does not
guarantee the transition of a child to the path of
hearing development, therefore rehabilitation is
required. It has been proven that children with
cochlear implantation can be transferred to the path of
natural development of communication and speech,
and begin to behave like hearing people. However, in
practice this does not always happen, so children with
cochlear implantation of primary school age enter
various special educational institutions.
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