2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
120
INCLUSIVE EDUCATIONAL PROCESSES FOR CHILDREN WITH HEARING
IMPAIRMENTS
Abaeva Gawxar
St
udent of Karakalpak State University
Rawajova Jiyengul
Student of Karakalpak State University
Abdisharipova Dilafruz
Student of Karakalpak State University
Yaxshimuratova Ayzada
Student of Karakalpak State University
https://doi.org/10.5281/zenodo.15346662
Abstract.
This study examines the specific features of organizing a special educational
environment for children with hearing impairments. A general description of the means and
methods of organizing inclusive education, as well as the conditions created for children with
disabilities in our country, is given, and great attention is paid to finding a place in social life
by educating children with disabilities together with healthy children.
Keywords:
surdopedagogy, rehabilitation, hearing function, integration, socialization,
social isolation, inclusive, competence, speech therapist.
ESHITISHDA NUQSONI BOR BOLALAR UCHUN INKLYUZIV TA'LIM
JARAYONLARI
Annotatsiya.
Ushbu tadqiqotda eshitish qobiliyati buzilgan bolalar uchun maxsus
ta'lim muhitini tashkil etishning o'ziga xos xususiyatlari ko'rib chiqiladi. Inklyuziv ta'limni
tashkil etish vositalari, usullari va yurtimizdagi imkoniyati cheklangan bolalar hamda ular
uchun yaratilayotgan barcha shart-sharoitlar, nuqsoni bor bolalarni sog`lom bolalar bilan
birga o`qitish orqali ijtimoiy hayotda o`z o`rnini topishga katta e`tibor berilayotgani haqida
umumiy tavsif berilgan.
Kalit so'zlar:
surdopedagogika, reabilitatsiya, eshitish funktsiyasi
,
integratsiya,
ijtimoiylashtirish, ijtimoiy izolyatsiya, inklyuziv, kompetensiya, logoped
.
ИНКЛЮЗИВНЫЕ ОБРАЗОВАТЕЛЬНЫЕ ПРОЦЕССЫ ДЛЯ ДЕТЕЙ С
НАРУШЕНИЯМИ СЛУХА
Аннотация.
В данном исследовании рассматриваются особенности
организации специальной образовательной среды для детей с нарушениями слуха. Дана
общая характеристика средств и методов организации инклюзивного образования,
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
121
условий, созданных для детей с ограниченными возможностями в нашей стране, а
также большого внимания, уделяемого поиску их места в общественной жизни путем
совместного обучения детей с ограниченными возможностями со здоровыми детьми.
Ключевые слова:
сурдопедагогика, реабилитация, слуховая функция,
интеграция, социализация, социальная изоляция, инклюзивность, компетентность,
логопед.
Introduction
Today, a number of reforms are being implemented in our Republic. At the heart of all
reforms, first of all, is the main urgent issue of raising children who can grow up as well-
rounded individuals, grow up no less than anyone else, and conquer the world arena. Social
protection of children with disabilities, developmental disabilities, and orphans left without
parental care is always an urgent task of society. In order to implement this task, a number of
works are being carried out in our Republic to ensure the rights and freedoms of children with
disabilities, create the necessary conditions, eliminate restrictions in their life activities, and
organize education for them. The work of each organ in the human div is closely
interconnected. And the healthy functioning of the div organs is a beautiful miracle in
human life. Just as each organ has its own place and function, our ear and hearing ability also
occupy a high place in our lives. As we know, the science of surdopedagogy is a science that
studies children with hearing impairments, and the main tasks of surdopedagogy are to
comprehensively study children with hearing impairments from a pedagogical perspective,
improve language teaching in special schools, develop hearing abilities and form
pronunciation, and study the laws of education and upbringing of children with hearing
impairments and apply these laws in the lives of children. In addition, it is to increase the
efficiency of the development system of auditory perception, achieve work in a certain
professional field for children with hearing impairments, improve technical means of
teaching, ensure the continuity of kindergarten and school education, coordinate the work of
medical and public education sectors across the republic, and study the problems of early
diagnosis. Educational institutions for children and adults with hearing impairments are built
on the basis of unity and continuity of its links, each stage of which fulfills its tasks and is at
the same time interconnected with the next. One of the conditions for high-quality education,
upbringing, development and rehabilitation of people with hearing impairments is a correct
understanding of the characteristics of the state of hearing function by each specialist and
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
122
their consideration in the system of all types of psychological and mental illnesses. The
number of children with disabilities is increasing. This negative trend requires the creation of
special conditions in kindergartens, general education schools, as well as in special schools,
which will provide a comfortable environment for children with special needs and ensure their
successful integration into the social environment. The creation of all necessary conditions for
full education of schoolchildren with hearing impairments, taking into account all the features
of their individual development, is one of the main goals in the field of wide implementation
of the rights of both deaf and hard of hearing children to education. "It is necessary to develop
and apply special forms of education, upbringing and socialization of such children. The use
of special methods and forms of education should help to successfully overcome social
isolation and contribute to the rehabilitation and socialization of children with disabilities."
Inclusive education involves the organization of joint education of children with special needs
and their peers. At the same time, children who receive education and upbringing in
accordance with their educational needs can study in general schools and preschool
institutions, learn to actively interact with each other, and develop comprehensively together
with children of all categories of their age. When considering an inclusive education option
for their child, parents should have complete information about the features of a particular
model of inclusive education, the child's prospects for education in an environment of
normally developing peers, possible difficulties and ways to solve them. The main tasks of
psychological, medical and pedagogical support for a child with hearing impairment in
inclusive conditions are:
- assistance (support) to the child in solving urgent problems of development,
education, socialization;
- assistance in drawing up, implementing and evaluating the effectiveness of the
implementation of an individual development plan for the student;
- formation of psychological and pedagogical competence (psychological culture) of
students, parents, pedagogical staff.
Within the framework of the specified tasks, psychological, medical and pedagogical
support carries out the following main directions:
- psychological and pedagogical diagnostics of students with hearing impairments in
inclusive settings;
- consulting teachers working with the child, the child's parents, parents of normally
developing peers studying in the same class as a child with hearing impairment.
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
123
- organization of correctional and developmental work with the child (speech therapist,
special education teacher, teacher-psychologist).
- organization of correctional and developmental work with the child (speech therapist,
special education teacher, teacher-psychologist). In addition, classes can be organized at
school or in an organization that acts as a resource center and participates in the program of
psychological, medical and pedagogical support for a child with hearing impairment in
inclusive settings.
- examination (educational and educational programs, projects, teaching aids,
educational environment, professional activities of specialists of educational institutions).
Conclusion
In conclusion, it can be said that the organization of inclusive education improves the
social life of children with hearing impairments, without exaggeration. Thus, a distinctive
feature of the development of speech and literacy of children with hearing impairments in the
context of inclusive education is the organization of flexible educational conditions that help
children with hearing impairments accumulate their own experience of successful activities,
which is a certain incentive for their further development, social adaptation and successful
self-management in life.
Used literature:
1.
Turemuratova, Aziza, Rita Kurbanova, and Barno Saidboyeva. "EDUCATIONAL
TRADITIONS IN SHAPING THE WORLDVIEW OF YOUNG PEOPLE IN FOLK
PEDAGOGY." Modern Science and Research 2.10 (2023): 318-322.
2.
Kurbanova, R. J., and B. E. Saidboeva. "MAKTAB VA OILADA ESTETIK
TARBIYANI
SHAKLLANTIRISH
JARAYONIDA
O'QUVCHILARNING
AKSIOLOGIK DUNYOQARASHINI RIVOJLANTIRISH." Inter education & global
study 9 (2024): 114-121.
3.
Jarasovna, Kurbanova Rita. "The Role of National Values in Shaping the Aesthetic
Worldview of Schoolchildren." International Journal of Pedagogics 5.03 (2025): 55-
58.
4.
Jarilkapovich, Matjanov Aman. "USE OF PEDAGOGICAL METHODS BASED ON
THE
MODERN
EDUCATIONAL
PROGRAM
TO
INCREASE
THE
EFFECTIVENESS OF EDUCATION." European International Journal of Pedagogics
4.06 (2024): 26-33.
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
124
5.
Jarilkapovich, Matjanov Aman. "Program Technology for Choosing an Effective
Educational Methodology Based on Modern Pedagogical Research in The Educational
System." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 6.02 (2025): 30-
33.
6.
Turemuratova, Aziza, Shahlo Matmuratova, and Nargisa Tajieva. "THE
DEPENDENCE OF MULTI-VECTOR APPROACHES ON PEDAGOGICAL
METHODS
AND
PSYCHOLOGICAL
TRAINING
IN
IMPROVING
STUDENTS'COLLABORATIVE SKILLS BASED ON THE EDUCATIONAL
PROGRAM." Modern Science and Research 4.4 (2025): 50-55.
7.
Aziza, Turemuratova. "KONFLIKT VA UNING KELIB CHIQISH SABABLARI."
Новости образования: исследование в XXI веке 3.32 (2025): 457-459.
8.
Begibaevna, Turemuratova Aziza. "PSYCHOLOGICAL CONFIDENTIALITY OF
THE FORMATION OF STUDENTS'COLLABORATIVE SKILLS BASED ON
MULTI-VECTOR APPROACHES IN EDUCATION." (2025).
9.
Turemuratova, Aziza, Azamat Utambetov, and Rinat Seytimov. "PSIXOLOGIK
TRENING
ASOSLARI
TUSHUNCHASI
VA
O’SMIRLARNING
KOLLOBORATIV
KO’NIKMALARINI
OSHIRUVCHI
PSIXOLOGIK
TRENINGLAR." Modern Science and Research 4.4 (2025): 135-141.
10.
Turemuratova, Aziza, Farogʻat Seytmambetova, and Nazokat Masharipova.
"PSIXOLOGIK
TRENINGLARNING
USLUBIY
MUMMOLARI
VA
KOLLOBORATIV TA’LIMDA GURUH MUAMMOLARI." Modern Science and
Research 4.4 (2025): 100-106.
11.
Begibaevna, Turemuratova Aziza, and Turganbayeva Amina Quanishbayevna.
"PSIXOLOG TRENERNING KASBIY KO’NIKMALARI VA PSIXOLOGIK
SALOHIYATINI OSHIRUVCHI AMALIY TRENINGLAR." (2025).
12.
Turemuratova, Aziza, Aynisa Jaqsimuratova, and Ramiza Mustapaeva. "SELF-
CONTROL RULES OF A PSYCHOLOGIST-TRAINER." Modern Science and
Research 4.4 (2025): 217-221.
13.
Muratbayevna, Dauletova Gozal, and Madaminova Nargiza Qurbanbayevna.
"BOLANING RIVOJLANISH DAVRI PSIXOLOGIYASI." Scientific Impulse 1
(2022): 33-35.
2025
MAY
NEW RENAISSANCE
INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE
VOLUME 2
|
ISSUE 5
125
14.
Reyimbaevna, Mambetiyarova Venera, and Jumabayeva Marupa. "OTA-ONA VA
FARZANDLAR MUNOSABATINING XUSUSIYATLARI." TADQIQOTLAR. UZ
51 (2024): 20-23.
