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Insights Across the Disciplines
PSYCHOLOGICAL AND PEDAGOGICAL METHODS OF STUDYING
CHILDREN WITH HEARING DEFECTS
Kahramonova Zebuniso Raufjonovna
Student of Defectology at ATMU
Abstract.
It provides information about psychological and pedagogical methods
of studying children with hearing impairment. Sign pedagogy uses various research
methods to develop and study the process of education for children with hearing
impairment.
Keywords:
hearing, boarding school, observation, deaf children, interview
method, chart, picture, exhibition.
Educational-educational boarding schools for hearing-impaired children
systematic goal-directed learning of the process-pedagogical observation is counted.
The task of observation is to gather evidence, organize and analyze it. The observer
observes the child's activities and these observations allow the collection of negative
and positive evidence. The method of studying the activities of deaf children is
important in determining the level of their knowledge and skills. The child's drawing,
paper and plasticine products are analyzed. Not only the final result is analyzed, but
also the execution process, the mistakes made and the lessons learned in solving the
difficulties are analyzed.
Refer to psychological and pedagogical examination in case of impaired hearing
function to do, inspection work should be carried out using specific game materials
(spreading and assembling matryoshkas, placing sticks based on the given
pattern
output, the skill of counting pyramid circles, about the number of items
formation of concepts. Tables and pictures are widely used during psychological and
pedagogical examination.
Tasks given to deaf children during the use of tables and pictures they do it
with the help of gestures and dactyl speech. Another common method is the survey
method. When conducting the survey method, it is important to clarify the questions
that correspond to the research task. The survey method allows to determine the
interests, worldviews, orientations of the participants, to analyze the studied
phenomena in depth.
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Interviews with deaf and hard-of-hearing children provide necessary
information for research is used in obtaining. The effect of the conversation is to create
a natural psychological atmosphere, it depends on the researcher's ability to
communicate with the subject, and the pedagogue should be prepared in advance for
targeted questions. The content of the conversation is recorded in the report. Studying
pedagogical documents (lesson notes, extracurricular work notes, educational process
plans) helps to gain an understanding of the educational process implemented in the
school and the results achieved by the team of pedagogues. Gives the formation of
speech in deaf children saved all the remaining analyzers is based on application in
special educational conditions. Visual perception, tactile-vibrational sense and
kinesthetic feeling can be involved only with the help of a deaf teacher. The social
environment of a deaf child, the nature of activities in the family affects not only the
child's overall development, but also the formation of communication tools.
Selection and sequencing of one or another method used depends on the
examiner's age and individual characteristics. During the inspection it is important to
add tasks, support options, educational elements of a similar nature, through which the
child's ability to transfer the indicated activity paths to other activities is demonstrated.
Tasks should be verbal and non-verbal.
When examining a child, it is important to take into account the following
indicators:
l. Child's emotional reaction to research (examination). Excitement is a natural
reaction to new situations and unfamiliar people. It should be more cheerful than usual.
2. Understanding the purpose and instructions of the assignment. To the end of
the instruction.
Are they listening, trying to understand first, and then getting to work?
What type of instruction is understandable to the child: verbal or verbal and
visual
with a demonstration?
3. Nature of activity during performance. Stagnation of task and interest and
availability, goal-orientedness of the child's activity, ability to finish the work. It is
necessary to pay attention to correct and rational actions, concentration of attention in
the work process. The general working ability of the child is taken into account. One
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of the key indicators is access to help. The more this ability is evident, the more
teachable the child is.
4. Reacting to the work result. Critical assessment of one's own work, an
adequate emotional reaction (joy at success, sadness at failure), child shows that he
understands the situation correctly.
Interview method. Conversational communication has its own characteristics,
it cannot be replaced by filling out any questionnaire or questionnaire.
It is not recommended to conduct the interview in the form of a dry question and
answer, it is a game in the process, even when the child sees an interesting object or
picture can be transferred. Conversation is important in the later stages of research
becomes important, it awakens a sense of trust in the examiner and
helps in ensuring the correct attitude towards the performance of tasks.
Conversation. What to focus on in this case, giving the opportunity to draw up an
inspection plan helps to determine what is needed.
A more in-depth examination of what aspects of speaking in conversation can
be determined. Therefore, the conversation is a part of the child's life clarifies that
aspects should be specially studied and given relative importance. The transition from
conversation to checking other types of activities should be planned, not difficult for
the child, and purposeful.
In conclusion, good results can be achieved if the above methods are used
correctly and wisely.
REFERENCES
1. D.A.Nurkeldiyeva, M.U.Hamidova "Diagnostics of children with
developmental disabilities" Tashkent - 2016;
2. Rakhmanova V.S. "Correctional pedagogy and speech therapy". Tashkent
"Economy - Finance" 2007;
3. M.Y. Ayupova "Logopedia". Tashkent Publishing House of the National
Society of Philosophers of Uzbekistan 2007;
