International Journal of Pedagogics
7
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue03 2025
PAGE NO.
7-10
10.37547/ijp/Volume05Issue03-02
Correctional pedagogical work on the development of
oral speech of children with hearing impairment
Muhammadjonova Dilafruz Farkhodjanovna
Teacher of the Department of Special Pedagogy of Kokand DPI, Uzbekistan
Received:
03 January 2025;
Accepted:
05 February 2025;
Published:
07 March 2025
Abstract:
The content of correctional pedagogical work on the development of speech of children with hearing
impairments is fully covered in this article. In particular, the scientists who conducted research on this problem,
their scientific views, didactics of pre-letter education, and the principles of teaching were revealed.
Keywords:
Child with hearing defect, speech, primary defect, secondary defect, correction, didactics, typewriter
speech, oral speech.
Introduction:
In the preschool period, which is the
most important in children's life, basic qualifications
and skills are formed and the foundation is laid for the
education of children physically, ethically, mentally,
laborally, aesthetically, environmentally, legally,
economically.
In
the
scientific
research
of
B.D.Korsunskaya,
L.Muminova,
V.Rakhmanova,
R.Shomakhmudova,
M.Ayupova,
I.Kislisina,
D.Nurkeldiev and others, the need to master the
language is recognized for the comprehensive and
appropriate development of the child's personality. It
emphasizes that during the preschool period, children
acquire speech through communication with those
around them, while deaf children are unable to
independently master speech in the communication
process, and if deaf children are not specially taught,
they will develop a secondary defect - muteness. The
general development of a deaf child is directly related
to his speech development. That is, the speech of deaf
children can be formed only on the basis of their
general development, at the same time, the
dependence of their general development on the level
of development of spoken speech is recognized in the
works
of
L.S.Vigotsky,
F.F.Rau,
L.P.Noskova,
L.A.Golovchis, I.Kislisina, U.Fayziev, F.Alimkhodjaeva
and other scientists. In the early period, the difference
between deaf and hearing children is not noticeable,
and in the period of speech, deaf children enjoy the
appearance of sounds, hooting, and then thundering,
as if they were hearing children. Later, when deaf
children begin to hear and imitate the speech of others,
as in the brochure, the speech of deaf children ceases
to develop, and the existing speech skills also fade.
With special development of speech in deaf children
from the first period, it becomes possible to prevent
the occurrence of secondary defects, to eliminate
developmental deficiencies. The didactic of preschool
education recognizes the need to implement targeted
education from the first day of life in order to ensure
the full development of the hearing child. In the
education of deaf children, this principle is of even
greater importance. In the preschool education of deaf
children, it is envisaged to implement special corcritical
goals in accordance with general pedagogical tasks,
taking into account the degree of hearing loss of
children, the timing and the peculiarities of
development. The main task of preschool education
institutions is to comprehensively educate children of
preschool age and prepare them for school education.
At the same time, a special task is carried out, such as
cultivating the spoken speech of deaf children as a
means of perception and communication of the
surrounding reality. Since a deaf child cannot acquire
speech on the basis of hearing, their speech is formed
in a different direction: that is, their spoken speech is
formed using the preserved (seeing, hearing,
movement-vibration, intuition) analyzers of deaf
children.
Educational education and speech development of
deaf children of preschool age is organized on the basis
International Journal of Pedagogics
8
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International Journal of Pedagogics (ISSN: 2771-2281)
of the following principles:
1. In the education of deaf children, the task of
developing their speech is solved on the basis of their
comprehensive
development.
The
speech
development of deaf children should be ensured in
their daily life and in the process and harmony of the
organization of all types of activities defined in the
educational program.
2. Educational, upbringing and correctional tasks are
solved by a specially focused educational tool. At the
same time, the tasks of compensating for the
deficiencies associated with hearing impairment are
carried out using general and special methods and
methods of education.
What is the difference between educating deaf and
deaf children in preschool? It is known that verbal
communication, which is an important condition and
an effective means of teaching a listening child, is not
formed in deaf children without special training.
Therefore, there was a need to look for other ways to
shape the spoken speech of deaf children. As a result of
long-term scientific research and practice carried out
by
S.A.Zikov,
B.D.Korsunskaya,
L.P.Noskova,
L.A.Golovchis, U.Fayziev, F.Alimkhodjaeva, it has been
proved that the compensatory tool of mastering
speech in direct contact is dactylology. At the same
time, it should be remembered that mastering speech
through hearing, perception by sight of dream and
dactyl speech are psychologically different processes.
To ensure that dactyl speech is mastered in direct
contact, the child needs to have a high level of sensory
skills, i.e. vision, movement, tactile-vibratory intuition
and perception, as well as psychological functions. As a
result of special teaching of deaf children to pronounce,
lip reading, verbal communication develops. The
development of verbal speech and the development of
hearing skills are special tasks in the education of deaf
children of preschool age. Pronunciation, learning to lip
read are complex processes that require a considerable
amount of time to be allocated with gross children and
for individual training.
When mastering speech, a deaf child faces another
obstacle. A hearing child, as soon as he begins to speak,
understands the meaning of many words, gradually
remembering the names of objects and phenomena
with which he is familiar. In the process of using speech,
the meaning of words is summarized. In deaf children,
however, this process is different. Due to the limited
verbal communication of deaf children, their thinking is
lagging behind, and the ability to know the world
around them is limited by means of speech. More work
is therefore needed to be done with deaf children on
the formation and generalization of imaginations and
concepts. Deaf children are taught to read in
kindergarten with the goal of preparing them for verbal
communication in a broad sense, while independent
reading serves as a means of compensating for limited
verbal communication.
Thus, due to special educational and correctional tasks,
the volume and importance of classes in preschool
institutions will increase. Although training is
conducted in a playful manner, they take up a lot of
time and leave little time for rest and free play
activities. The education process of deaf children of
preschool age who do not see preschool readiness is
drastically different from that of children of preschool
age. The speech and general development of deaf
students is based on their experience in a particular
field of vision and perception. Of course, this makes the
educational process much easier. Deaf children of
preschool age acquire imagination, knowledge and
skills in harmony with speech, which ensures the
growth of their thinking and speech. The formation of
spoken speech of a deaf student, whose speech has not
yet developed, begins simultaneously with teaching
literacy (reading and writing). At the same time,
analytical perception of the word and accurate and
fluent speech are ensured. As a result of the relatively
rapid mastering of pronunciation by schoolchildren,
there is an opportunity to widely use dactyl and oral
speech in direct communication. Written speech is
used when difficulties arise. Deaf children of preschool
age, on the other hand, lag far behind in mastering
sounds. If students can master the pronunciation of
basic sounds of the alphabet during half an academic
year, a child of preschool age should be able to
pronounce the main sounds by the third year of
education. Therefore, typed speech, especially in the
first three years, is a means of shaping the speech of
deaf
children
of
preschool
age
in
direct
communication.
Play is one of the main activities of children, and in the
process of play, the cognitive processes of deaf children
are formed. Based on the above, the speech of deaf
children of preschool age is a means of compensating
for speech and psychological deficiencies, and their
speech develops on the basis of the following
principles.
1. Deaf children's speech is developed in direct
communication and in special activities.
2.Analytical reading is taught from the age of 3.5-4.
3.In the educational process, dactyl speech is used.
4. In the process of education, lexical and grammatical
concepts and generalizations are formed.
5. Teaching to read and tell stories in a cohesive way is
International Journal of Pedagogics
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https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
widely used as a means of expanding verbal
communication.
In order to follow these principles, it is necessary to
form speech in the process of communication and as a
means of communication. Such an opportunity is
created in the conditions of the use of dactyl speech. In
the development of speech skills of pupils, it is
envisaged to teach the teacher to imitate subject and
speech behavior, to attract their attention to the
speakers, to form speech skills on the basis of imitation.
Imitation of pedagogical behavior was taught in the
process of pedagogical technology such as "Mirror",
"Monkeys", "Do this" aimed at the development of
gross and small motor skills. In them, children learned
to repeat a variety of movements and div postures,
facial expressions and emotional states. In order to
create the motor-motor basis of speech, as well as to
master the form of dactyl speech, the main attention
was paid to small hand motor skills.
Many didactic games were included in the speech
development classes. In the process of their arrival,
children learned to imitate various behaviors with the
help of verbal and didactic toys, observe the teacher's
activities, respond to his speech, which harmonizes
with his natural hand gestures and facial expressions.
Classes on speech development were organized based
on the thematic principle. It is known that the topics
covered in the program are close and related to the life
of children ("Toys", "Family", "Fruits and vegetables",
"Food", "Clothes", "Shoes", "Body organs", "Animals",
"Equipment",
"Dishes",
"Holiday",
"Weather"),
educational periods, which are repeated throughout
the year, depending on the seasonal period. In the
process of acquaintance with the environment, games,
pictorial activities, these topics became the focus of
attention, which allowed to create a thorough
exhibition basis for working on the content of the
speech material. The presented vocabulary material
was used in various domestic situations, in the free
activities of children, in all classes of educators and
surgeries. It was noted that the volume of spoken
material on a particular topic was small. Particular
attention was paid to the fact that these materials are
repeated many times in the process of children's
participation in various games that require different
intellectual and verbal activity, as well as in a number
of other types of work. For example, during the
"Clothes" lesson, the following methods were used:
looking at different clothes by their names, selecting
pictures of different types of dresses, pants, etc.,
putting cropped picture parts in place, drawing and
filling in the missing parts, dressing dolls. With such
pedagogical technology, conditions have been created
for the fundamental mastery of the meaning of words
and the content of phrases. Since the formation of
speech communication is one of the leading issues, the
words presented for study, once their meanings have
been clarified, have been added to the phrases in order
to work on syntagmatic connections specific to speech
communication. In communication with children,
teachers did not limit their speech, and even paid more
attention to clarifying the meanings of basic
constructions that are widely used in one way or
another and working on them, taking into account the
fact that it is difficult for children to understand
expressions that are quite simple and often repeated in
everyday life. Such constructions were gradually used
on the basis of further complications. First of all, simple
incentives were used to help organize the children's
daily activities: Go out for circulation(s). Sleep(-ng).
Wash your hands (art). Give a doll (car, balloon) (take,
show). Let's play (draw pictures, make houses).
Teaching to understand communicative generalizations
in the educational process was carried out through the
method of addressing adults with familiar words and
phrases: Halima, give (show, receive). In the second
half of the decade, in order to clarify and master the
meaning of sentences, phrases with the present tense
verb were introduced into the speech process: That
child (aunt, girl) fell (sleeping, eating, running, sitting).
Emphasis was paid to the understanding of such
constructions in the process of showing the behavior in
a picture and comparing its imitation (imitation) with
the globally perceived phrase in oral and written form,
as well as the demonstration of different images of the
behavior expressed by each word in order to form the
lexical meanings of verbs.). In the gross and individual
lessons, attention was paid to the systematic activation
of the vocabulary acquired at the initial stage of
education in order to prevent the rapid forgetting of
previously mastered speech skills. The dictionary was
enriched both with new words and with new forms of
familiar words. At the same time, interthematic
connections, antonymic connections of words (dress
up, turn off), conversion connections (throw
–
burn,
wash
–
wash) were taken into account.
In the classes on various topics, special attention was
paid to the repetition of familiar words and the
introduction and mastering of new ones. Verbs and
adjectives have been introduced more actively than
words of other categories. In addition, the use of
phrases such as "Bring toys" and "Collect the dishes"
has been increased in order for children to better grasp
the meaning of generalizing words. In order to better
master the meaning of words, antonyms (open books -
close, distribute pens - fold up), words denoting the
whole and its parts (a fox has a head, div, legs, tail)
were gradually introduced into the speech of pupils. In
International Journal of Pedagogics
10
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
order to activate children's speech skills, to use speech
tools mastered in the communication process, teachers
support children's aspirations to communicate
verbally. This has been achieved through the use of
teachers to show children examples of speech
behavior: greetings, saying goodbye, thanks, appealing
to children with requests and messages. Ask your
children: "How old are you? Where do you live? Who
live in your family (in your house)? To this end, they
answered oral and written questions such as 'What are
your mother's names?' The classes also paid special
attention to the perception of questions in work
outside of them, the formation of skills for the use of
spoken material mastered in answers. To this end, a
wide emphasis was given to the use of work with
hidden subjects, and later with a closed picture. First,
children are taught to inquire about hidden subjects
("What is there?", "What is he?", "What is he?", "Is he
big (small)?", "What is his color?"), then about the
actions of adults behind the scenes ("What is Ulughbek
doing?"), as well as about the characters in the pictures
("Who is there?", "What is that child doing?", "Which
child?", "What is his name?", etc.). Children were
initially attracted to this by reading charts and imitating
the teacher.
A positive result of the teaching is that almost all
children have an initial desire to visualize, so they have
the opportunity to define their goals by word of mouth.
Some of the children were trying to tell me what
sequence they were going to take until the start of the
job. But planning the stages of all work in advance
presents serious challenges even for those with hearing
impairment in a large group, who are mostly limited to
identifying the closest stages.One of the most
important achievements of teaching is the ability to
develop children's desire to engage in verbal and
personal communication, exchange of impressions,
and the emergence of agreements on the content of
joint activities.
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