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DEVELOPMENT OF ORAL SPEECH IN SCHOOL LESSONS OF
HEARING-IMPAIRED CHILDREN
Mukhitdinova Diyorakhan Ulugbek kizi
Tashkent State Pedagogical University named after Nizami
Teacher of the Department of Sign Pedagogy and Clinical Foundations of Special
Pedagogy
https://doi.org/10.5281/zenodo.14033297
Abstract:
This scientific thesis is aimed at studying the pedagogical
foundations of the development of oral speech in school reading classes of
children with hearing impairment. The thesis describes the importance and
effective methods of forming oral speech in students with hearing impairment.
The study was conducted in order to meet the communicative needs of hearing
impaired children, improve their socialization, and also ensure their linguistic
development. The author reflects on the advantages and results of using
interactive methods, didactic games, logopedic approaches in the teaching
process. Ways to improve teaching methods in practice and the importance of
creating the necessary environment for the development of oral speech are
emphasized.
Key words:
children with hearing impairment, oral speech, reading
lessons, speech therapy approaches, communicative need, socialization,
interactive methods.
Introduction.
Hearing impaired children are a group that needs special attention in school
education. Due to the limited ability of hearing, these children face many
difficulties in the process of speech and communication. Reading classes provide
an opportunity for children not only to acquire knowledge, but also to develop
socialization, self-expression and communication skills.
However, conventional teaching methods and approaches may not be
effective for students with hearing problems. Therefore, it is necessary to use
certain methodologies and strategies in the development of oral speech. In this
thesis, important pedagogical approaches, interactive teaching methods and
logopedic education methods are studied in the development of oral speech of
children with hearing impairment. The thesis also includes practical
recommendations that will help to improve students' communication skills,
organize effective communication, and build speech culture.
As a result, this study provides scientific and practical aspects aimed at
improving the process of developing oral speech in reading classes of children
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with hearing impairment. This will be important not only in pedagogical
practice, but also in the implementation of comprehensive changes in the
educational system.
Literature Analysis
: Research conducted in the field of education of
hearing impaired children is an important source for the development of
pedagogical approaches and methods. The analysis of this literature helps to
study modern approaches to the development of oral speech in reading classes
of hearing impaired children.
Hearing impairment and education: M. K. Koval and A. V. Peskov (2018)
emphasize in their research the importance of psychological and pedagogical
approaches in the education of children with hearing impairment. According to
them, such children need special educational programs to develop their
communication skills. Also, the authors emphasize the effectiveness of speech
therapy approaches and the importance of interactive methods.
Speech development and methodology: A. R. Mirsayev (2020) in his
research shows the need to use interactive teaching methods for speech
development of students with hearing problems. Mirsayev's research proves
that it is possible to improve the oral speech of students with the help of didactic
games and group activities. These methods help to develop communication
between children and facilitate the establishment of mutual relations.
Speech therapy approaches: A. S. Fedorova (2019) explores the importance
of speech therapy education in children with hearing impairment. His research
shows that using speech therapy approaches plays an important role in the
development of children's speech skills. Fedorova emphasizes the need for
teachers to learn special methods to effectively work with children with hearing
impairment.
Communicative needs: E. N. Gromova (2021) studies the satisfaction of
communicative needs in the educational process for children with hearing
impairment. Gromova's research shows that children need to be able to interact,
which increases their self-expression and socialization.
The analysis of these literatures shows that the combined methods of
logopedic, interactive and didactic approaches are necessary for the
development of oral speech in the educational process of hearing impaired
children. The interaction of these methods helps to make the educational
process more effective and is important for the development of children's
communication skills. Therefore, it is desirable to develop new pedagogical
strategies based on the approaches and methods presented in these studies.
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Discussion.
The development of oral speech in school reading classes of children with
hearing impairment is one of the important aspects of the educational process.
The methodologies and pedagogical approaches studied in this thesis serve to
improve programs aimed at speech development of students with hearing
impairment. The results obtained during the research show the need to expand
the methods used in practice and develop more effective strategies in this
regard.
Speech development of hearing impaired children requires an approach in
accordance with their psychological and social needs. Using speech therapy
approaches, didactic games and interactive methods, students can improve their
speaking skills. These methods help improve students' communication skills and
ease the process of socialization. Also, pedagogical skills and methodical skills of
teachers play an important role in working with such children.
The obtained results emphasize the need to develop special approaches and
strategies in the educational process for children with hearing impairment. In
working with these children, close cooperation between teachers and speech
therapists is important to improve the educational process. The development of
independent work and group activities in the teaching process increases
children's opportunities for mutual communication.
Also, studies show the need to take into account the individual
characteristics of the methods used in the educational process. Each child
requires a unique and individual approach, so teachers need to adapt
educational methods to the needs of each student. In this, the pedagogical
creativity and abilities of teachers are important.
In general, the integration of modern pedagogical approaches and methods
for the development of oral speech of children with hearing impairment in
school reading classes increases the effectiveness of the educational process.
This helps not only to develop students' communication skills, but also to
improve their socialization process. The obtained results pave the way for
further research and development of new approaches in the future.
Conclusion.
In this thesis, the issue of development of oral speech of children with
hearing impairment in school reading lessons was studied. The results of the
research showed that there are a number of pedagogical approaches and
methods that affect the speech development of hearing impaired children. With
the help of logopedic approaches, interactive teaching methods and didactic
SOLUTION OF SOCIAL PROBLEMS IN
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games, it helps to improve children's communicative abilities, expand their
opportunities for mutual communication and form speech culture.
In addition, the pedagogical skills of teachers and their cooperation with
children increase the effectiveness of the educational process. Each child has his
own individual characteristics, and it is necessary to develop approaches in
accordance with them. The methods and strategies used in the educational
process facilitate the process of socialization of students and play an important
role in the development of speech.
Future research in this area will help to develop new pedagogical
approaches and methods, as well as to further improve existing practices.
Applying effective approaches and strategies in the educational process for
children with hearing impairments gives them the opportunity to express
themselves and communicate. As a result, this leads to an increase in self-
confidence of children and their more active participation in the educational
process.
Thus, this thesis shows the need to study new approaches and strategies in the
development of oral speech of children with hearing impairment and provides
practical recommendations in this regard in the educational process.
References:
1.
Koval, M. K., & Peskov, A. V. (2018). Psychological and pedagogical
approaches in the education of children with hearing impairment. Educational
problems and innovative approaches, 3(1), 45-52.
2.
Mirsayev, A. R. (2020). Interactive teaching methods for students with
hearing impairment. Innovations in teaching and education, 5(2), 34-40.
3.
Fedorova, A. S. (2019). Logopedic education and children with hearing
problems. Problems of speech therapy and pedagogy, 2(3), 21-28.
4.
Gromova, E. N. (2021). Meeting communicative needs in the educational
process for children with hearing impairment. Psychology and Education, 6(4),
56-64.
5.
Mukhitdinova, D., & Davronova, S. (2024). Pronunciation development of
children with hearing defects. в Development and innovations in science (Т. 3,
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6.
Mukhitdinova, D., & Davronova, S. (2024). psychology of children with
hearing defects. в International bulletin of engineering and technology (Т. 4,
Выпуск 6, сс. 11–14). Zenodo. https://doi.org/10.5281/zenodo.11503462
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Mukhitdinova, D.. (2024). Development of literary education competencies
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MANAGEMENT AND ECONOMY
International scientific-online conference
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Mukhitdinova, D. (2024). Technology of forming communicative
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Muhitdinova, D.. (2024). Eshitishida nuqsoni bor o’quvchilarning o’qish
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