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PEDAGOGICAL AND PSYCHOLOGICAL EXAMINATION OF CHILDREN WITH
HEARING IMPAIRMENTS
Xonqulova Zohida Sherali kizi
Student at the University of Information Technology and Management,
Karshi city, Kashkadarya, Uzbekistan
Annotation:
One of the current issues is the pedagogical and psychological study of preschool
children with hearing impairments. This article explores the pedagogical and psychological
examination of children with hearing impairments, emphasizing the unique challenges they face
in educational settings. It discusses the importance of tailored pedagogical approaches and
psychological assessments to support their development. The article also highlights effective
strategies for educators and psychologists to foster an inclusive learning environment that
promotes the academic and emotional well-being of these children.
Keywords:
Hearing impairment, pedagogical examination, psychological assessment, children,
inclusive education, emotional well-being.
Introduction
Hearing impairments affect a significant number of children worldwide, impacting their ability
to communicate, learn, and interact socially. The World Health Organization estimates that over
1.5 billion people live with some degree of hearing loss, with a substantial portion being children.
These impairments can lead to various challenges in educational settings, necessitating
comprehensive pedagogical and psychological examinations to ensure appropriate support and
intervention.
This article aims to explore the pedagogical and psychological aspects of examining children
with hearing impairments. It will discuss the importance of understanding their unique needs, the
role of specialized assessments, and the strategies educators and psychologists can employ to
facilitate effective learning experiences.
Hearing impairment refers to any degree of hearing loss, mild to severe, and can occur when
there is a problem with a part of the ear, including the inner, middle, and outer ears, or the nerves
needed for hearing.
Literature review
The scientific research of N.A. Rau, T.A. Vlasova, N.G. Morozova, B.D. Korsunskaya, A.A.
Kataeva, G.L. Vigodskaya, E.I. Leongard, L.P. Noskova, U. Fayzieva, F. Alimkhodjaeva, Kh.
Gainutdinov, N. Bekmuratov is devoted to the issues of pedagogical and psychological study of
preschool children with hearing impairment. The methods of preliminary examination of
children with hearing impairment were developed by N.A. Rau. N.A. Rau divides children into
two categories according to their hearing status, namely, deaf-mute and hard-of-hearing children.
Deaf-mute children are divided into congenital deaf-mute children, or children who became deaf
before the formation of speech; distinguishes between children who become deaf early (between
the ages of 2 and 5): -children who become deaf later (at the age of 6-7). Depending on the
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degree of hearing loss, children are divided into two groups:
1. Children who are completely deaf (total deafness);
2. Children with residual tonal, vocal, verbal hearing.
N.A. Rau emphasizes the need to conduct special corrective work with all categories of deaf and
hard-of-hearing children to ensure the preservation and development of their speech, to teach
them to lip-read and to develop their literacy.
N.A. Rau called all types of deaf children deaf-mute, because, in his opinion, without special
corrective educational work with such children, they will remain mute. Hard-of-hearing children
differ from deaf children in their ability to perceive connected verbal speech. N.A. Rau
distinguishes 3 degrees of hearing loss:
1. Mild hearing loss. Such children hear whispered speech at a distance of up to 8 meters, and
speech at a conversational level at a distance of up to 15 meters. Such children do not need
special help and are brought up in healthy kindergartens.
2. Moderate hearing loss. Such children hear whispered speech from a distance of 2 meters, and
speech at a speaking level from a distance of up to 3-5 meters. Hearing loss also negatively
affects their speech. Speech fluency is impaired, vocabulary is reduced, grammatical and lexical
deficiencies are observed. Such children can be educated in a general preschool institution, but
they require a more personalized approach.
3. Severe hearing loss. Such children hear whispered speech from a distance of 1.5 meters or
when spoken near the ear, and can hear loud speech from a distance of no more than 2 meters.
These children will need to be educated in special correctional educational institutions, using
sound amplification devices. The importance of the classification of hearing loss proposed by
N.A. Rau is that educators, even without special equipment, will be able to check the hearing
status of children and implement a differential approach.
Discussion and results
Hearing impairments can range from mild to profound and may be congenital or acquired. The
effects of hearing loss can vary significantly among individuals, influencing their language
development, social skills, and academic performance. Early identification and intervention are
crucial for minimizing these impacts.
Pedagogical Examination
1. Tailored Educational Approaches
Children with hearing impairments often require specialized teaching methods to accommodate
their learning needs. Pedagogical examinations should assess a child's communication abilities,
learning styles, and social interactions. Strategies such as visual aids, sign language instruction,
and technology-assisted learning can enhance engagement and comprehension.
2. Curriculum Adaptations
An inclusive curriculum that incorporates various modalities of learning is essential. Educators
should adapt lesson plans to include visual elements and hands-on activities that resonate with
children who may struggle with auditory processing. Regular assessments should be conducted
to monitor progress and make necessary adjustments.
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Psychological Examination
1. Emotional and Social Development
Children with hearing impairments may experience feelings of isolation or frustration due to
communication barriers. Psychological examinations should focus on assessing emotional well-
being, social skills, and self-esteem. Understanding these factors is vital for creating supportive
environments that encourage positive interactions.
2. Behavioral Assessments
Behavioral assessments can help identify any additional challenges, such as anxiety or
behavioral issues that may arise from communication difficulties. Psychologists can implement
interventions that promote resilience and coping strategies tailored to the child's specific
circumstances.
Collaborative Approaches
Collaboration between educators, psychologists, parents, and specialists is essential for providing
comprehensive support. Regular communication ensures that all parties are aligned in their
approaches and interventions, fostering a cohesive support system for the child.
If the hearing loss is at the level of deafness, there is no possibility of independent (natural)
learning of speech. Depending on the range of perceived sound frequencies, deaf children are
divided into 4 groups.
Group 1: children who perceive sounds of the lowest frequency (125-250 Hz).
Group 2: children who perceive frequencies up to 500 Hz.
Group 3: children who perceive frequencies up to 1000 Hz.
Group 4: children who perceive a wide range of frequencies, that is, 2000 Hz and higher.
Deaf children with minimal hearing loss (groups 1-2) are able to perceive loud sounds (screams,
steam engine roars, drum sounds) from a close distance. Deaf children in groups 3-4 have more
significant hearing residuals, so they can perceive and distinguish sounds of different frequencies
from a short distance (various musical instruments and toys, loud cries of animals, some
household sounds: bells, telephone rings). Deaf children in groups 3-4 can pronounce several
familiar words or syllables. Thus, all deaf children have different amounts of hearing residuals.
Special training in the development of hearing helps to recognize existing sounds and helps to
develop oral speech. Currently, medical institutions use the International Classification of
Hearing Loss to assess hearing status. According to this classification, moderate hearing loss is
determined at frequencies of 500, 1000, 2000 Hz.
Grade 1 hearing loss - hearing loss does not exceed 40 dB
Grade 2 hearing loss is defined as a hearing loss of 40 dB to 55 dB.
Grade 3 hearing loss is defined as a hearing loss of 55 dB to 70 dB.
Grade 4 hearing loss is defined as a hearing loss of 70 dB to 90 dB.
If the hearing loss exceeds 90 dB, this condition is described as "deafness".
Case Studies and Best Practices
Several case studies illustrate successful pedagogical and psychological interventions for
children with hearing impairments. These examples highlight the importance of individualized
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education plans (IEPs), family involvement, and community resources in promoting positive
outcomes.
A variety of assessment tools and strategies are used in the examination process, including:
A) Standardized tests. Specifically designed tests assess various aspects of development, such as
language, cognition, and academic achievement.
B) Informal assessments. Observational data, play-based assessments, and teacher-made tests
provide valuable insights into the child's abilities in natural settings.
C) Communication checklists and questionnaires. These tools gather information from parents,
teachers, and other caregivers about the child's communication skills and social interactions.
D) Assistive technology assessment. Evaluating the child's use of and need for assistive
technology, such as hearing aids, cochlear implants, and FM systems, is essential for optimizing
their access to auditory information.
Conclusion
In conclusion, the pedagogical and psychological examination of children with hearing
impairments is critical for their overall development and success in educational settings. By
employing tailored approaches that consider their unique needs, educators and psychologists can
create inclusive environments that foster learning, emotional well-being, and social integration.
Continued research and collaboration among professionals will further enhance the effectiveness
of interventions for this population, ultimately leading to improved educational experiences and
outcomes for children with hearing impairments.
Children who come to a special preschool educational institution undergo a comprehensive
examination during the first two weeks. The surdopedagogue determines the individual
characteristics of the children and their readiness for education. The information obtained is
taken into account when planning individual classes, coordinating correctional and educational
work carried out by the pedagogical team and the family. The educator and surdopedagogue
check the child's development and mastery of the content of the curriculum for two weeks each
year in September, January, and June. At the end of preschool education, the child is given a
description and presented to the psychological-medical-pedagogical commission.
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