Volume 04 Issue 11-2024
87
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
87-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Preschool children with hearing impairment experience various pedagogical and psychological problems in the
process of preparing for school. This article presents methods of working with them, cooperation between family and
educators, difficulties of adaptation to school, as well as effective approaches and general conclusions.
KEYWORDS
Preschool age, auditory perception, period of preparation for school, hearing impairment, intellectual development,
differential, family and pedagogic cooperation, coordination.
INTRODUCTION
Hearing-impaired children have different pedagogical
and psychological characteristics during school
preparation. They differ from their typically developed
peers in their speech development, psychomotor,
intellectual and personal characteristics. Therefore,
working with these children requires a special
approach and methods, taking into account their
individual characteristics.
Speech development: Speech development is delayed
in children with hearing loss, who cannot
independently acquire vocabulary due to hearing
impairment.
Psychomotor development: Hearing impairments have
a negative impact on children's ability to coordinate
movements, spatial orientation and coordination, and
perception.
Research Article
SPEECH PREPARATION OF PRESCHOOL CHILDREN WITH HEARING
DEFECTS FOR SCHOOL - AS A PEDAGOGICAL AND PSYCHOLOGICAL
PROBLEM
Submission Date:
November 02, 2024,
Accepted Date:
November 07, 2024,
Published Date:
November 12, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue11-16
Muhammadjonova Dilafruz
Teacher of the "Special Pedagogy" department of the Kokand State Pedagogical Institute, 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 11-2024
88
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
87-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Intellectual Development: Problems associated with
hearing loss often have a negative impact on children's
overall intellectual development.
Features of speech development of children with
hearing impairment
Delay in speech development: Due to hearing
impairment, these children lag behind in speech
development. Lack of vocabulary, speech rhythm,
intonation and articulation are marketable.
Limitation of speech activity: Due to hearing
impairment, these children face difficulties in
communicating with others, expressing their thoughts,
and answering questions.
Impairment of speech communication: Due to hearing
impairment, these children face difficulties in
expressing their thoughts, answering questions, and
communicating with others.
Pedagogical-psychological problems in preparing
hearing impaired children for school
Difficulties in preparing for school: As a result of
hearing impairments, these children face difficulties in
acquiring the skills and competencies necessary for
schooling and independent living.
Socialization Problems: Due to their hearing
impairment,
these
children
have
difficulty
communicating effectively with others and developing
self-management skills.
Problems of psychological preparation: Children with
hearing loss are less mentally prepared for school, their
initiative, independence and achievement in tasks are
low.
Difficulties in school adaptation of hearing impaired
children
Adapting to the learning process: Children with hearing
impairments have difficulties in understanding and
following the curriculum accordingly, because they
have difficulty in learning and memorizing the subjects
independently.
Communication: These children have problems
communicating effectively with teachers and peers
because they do not fully understand spoken
language.
Self-management: Due to hearing loss, these children
have difficulty coordinating their activities, maintaining
focus, and solving learning problems independently.
Cooperation of family and pedagogues in speech
preparation of hearing impaired children for school
The role of the family: Parents play an important role in
school adaptation by encouraging children's speech
development, cooperation with specialists, conducting
additional activities at home.
The role of educators: Teachers should create the
necessary conditions for their adaptation to school,
taking into account the individual characteristics of
these children, and eliminate pedagogical problems.
Collaboration: Close collaboration between families
and educators has a positive impact on the school
adjustment of hearing impaired children.
Effective methods and approaches in speech
preparation of hearing impaired children for school
Volume 04 Issue 11-2024
89
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
11
P
AGES
:
87-89
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Early intervention: Early detection of hearing loss and
early corrective measures are important for children's
speech development and school adjustment.
Differential approach: taking into account the form
and degree of hearing loss, an individual approach and
the use of special methods and tools are required.
Speech correction: it is possible to prepare children for
school by eliminating speech development defects,
increasing
vocabulary,
and
forming
speech
communication skills.
Research conducted by Uzbek and foreign scientists
Uzbek and foreign scientists have conducted extensive
research with preschool children with hearing
impairment. They studied the speech, cognitive, social-
emotional development of children, created school
preparation programs for them. The main focus of
research is on the formation and strengthening of
speech skills of children with hearing problems,
improving their communication skills, and helping
them to successfully adapt to school.
CONCLUSIONS
Pre-school
hearing-impaired
children's
speech
preparation for school is a complex pedagogical and
psychological problem. They face various difficulties in
adapting to school, which prevents their full
integration into the educational process. The solution
to this problem requires a comprehensive approach in
cooperation
with
preschool
institutions,
kindergartens, parents and special specialists. Such an
approach should include early identification of children
with hearing impairment, implementation of special
correction and development programs, strengthening
of family-pedagogical cooperation, application of a
differential approach, and development of speech and
communication skills.
REFERENCES
1.
Maxsus pedagogika (darslik). R.M.Ro‘latova,
L.Sh.Nurmuxammedova,
D.B.Yakubjanova,
Z.N.Mamarajabova,
Sh.M.Amirsaidova,
A.D.Sultonova. -
T.: “Fan va texnologiya”
nashriyoti. 2014. - 520 b
2.
Maxsus
psixologiya
L.R.Muminova,
Z.N.Mamarajabova,
D.B.Yakubjanova,
Sh.M.Amirsaidova -
T.: “Fan va texnologiya”
nashriyoti. 2014. - 520 b
3.
Muhammadjonova, Dilafruz. "Eshitishida nuqsoni
bo'lgan bolalarning sezgi va idrok xususiyatlarining
o'ziga xosligi." Science promotion (2023).
4.
Muhammadjonova,
Dilafruz.
"ISSUES
OF
EFFECTIVE ORGANIZATION OF TEACHING WEAK
HEARING
CHILDREN
TO
WRITE."
Science
promotion (2023).
5.
Muhammadjonova,
Dilafruz.
"SPEECH
DEVELOPMENT OF DEAF CHILDREN." GALAXY
INTERNATIONAL INTERDISCIPLINARY RESEARCH
JOURNAL (GIIRJ) (2023).
