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TECHNOLOGY FOR DEVELOPING COMMUNICATIVE
COMPETENCES OF CHILDREN WITH HEARING IMPAIRMENTS
Mukhitdinova Diyorakhon Ulugbek qizi
Tashkent State Pedagogical University named after Nizami
Teacher of the Department of “Surdopedagogy and Special Pedagogy”
Abdullayeva Jasmina Khasan qizi
Tashkent State Pedagogical University named after Nizami
Student of the Department of “Surdopedagogy”
https://doi.org/10.5281/zenodo.15148397
Annotation
: This article analyzes the technologies for the formation and
development of communicative competencies of children with hearing
impairments. It highlights the role of special pedagogical approaches, methods
and information and communication tools for children with hearing
impairments, as well as methods of integrating them into the educational
process. The study analyzes methods aimed at developing oral and written
speech and strengthening communication skills in a social environment based
on innovative technologies based on experiments.
Keywords
: hearing impairment, communicative competence, special
pedagogy, speech development, technology, inclusive education, social
adaptation.
Introduction
.
In order for each child to find his place in society, to be able to freely
express his opinion, and to effectively communicate with others, he must first
have communicative competencies. Especially for children with hearing
impairments, these skills are the basis for adaptation to life, education and
active participation in society. Unfortunately, children with hearing impairments
face many communication barriers. For them, entering the information world,
exchanging ideas, expressing their feelings requires more effort, strength and,
most importantly, the right approach than for ordinary children. Modern
pedagogy and defectology are looking for new ways to support such children.
Technologies, methodological approaches and special communicative
environments play an important role in this process. An individual approach, the
use of visual and tactile tools, as well as the formation of emotional contact are
of great importance in working with children with hearing impairments.
Therefore, in-depth study of technologies for the development of communicative
competencies and their implementation in practice is an urgent task not only for
the education system, but also for society as a whole. This article analyzes
technologies, pedagogical methods and effective approaches to developing
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communicative competencies of children with hearing impairments. Also,
scientific and practical recommendations are put forward on the existing
problems in this area and their solutions.
Methodology:
The methodology used in the process of working with children with hearing
impairments is based not only on a scientific basis, but also on humanistic
principles. Because each of these children has its own worldview, needs and
individual development path. Therefore, not a single approach is needed to form
their communicative competencies, but an adapted, multifaceted and complex
methodological approach. In this study, a person-centered approach,
constructive pedagogy, and innovative educational technologies were selected
as the main methodological directions. These approaches are of great
importance in identifying, developing and strengthening the capabilities of
children with hearing impairments. Also, through interactive methods, visual
aids, gestural communication, speech therapy exercises, information and
communication technologies and role-playing games, children's communication
skills were gradually formed.
Qualitative and quantitative analysis methods were used in the research
process. The data collected through practical exercises, observations, and
pedagogical experiments with children with hearing impairments were analyzed
to determine which technologies are more effective in forming communicative
competence. Also, interviews were organized with parents, speech therapists
and special educators, and proposals were developed based on their opinions
and experiences. Through these methodological approaches, practical results
were achieved that served to develop oral and written speech skills in children
with hearing impairments, increase their opportunities to engage in social
communication, freely express their opinions, and integrate into society.
Literature review:
Scientific research on the formation of communicative competencies of
children with hearing impairments shows that this area requires an integral
connection between the disciplines of pedagogy, psychology, and defectology.
Therefore, through an analysis of the existing literature, the main theoretical
approaches, methods, and technologies developed in this area were studied in
depth.
Scientists such as S.Ya. Rubinshteyn, A.R. Luria, and R.E. Levina have
scientifically studied the features of the psychological and physiological
development of children with hearing impairments. Their work substantiates
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the need for an individual approach to the formation of communicative
competencies in children.
Domestic and foreign sources published in recent years indicate the role of
technological approaches in this process. In particular, scientists and educators
such as X.A. Abduqadirova, M. Akhmedova, Z. Mahkamova have studied the
possibilities of using modern didactic technologies, interactive methods and
multimedia tools in working with children with hearing impairments. These
sources especially recognize the effectiveness of methods such as visual-
material means, mimicry, pantomime, dactyl alphabet, and audiovisual materials
in developing communication.
Also, scientific research on inclusive education, including international
experiences published by UNESCO and UNICEF, emphasize the importance of
developing communicative competencies in integrating children with hearing
impairments into the general education system.
The analysis shows that although there are various methods and
approaches to developing communicative competencies in the existing
literature, technological approaches, namely the use of modern information and
communication tools, and the development of communication through
multimodal learning technologies, still require more extensive research. In this
regard, this article aims to analyze the technologies used in this area and
determine their effectiveness.
Discussion:
The ability of children with hearing impairments to find their place in life
and develop as full-fledged individuals directly depends on their skills in
effective communication with society. Observations and analyses conducted
during this study, as well as experimentally applied technologies, have shown
that the formation of communicative competence is not only an educational, but
also a key part of the psychological and social rehabilitation process for these
children. Practical experience confirms that the use of visual aids, mimicry and
pantomime (expressing letters with fingers) of the alphabet, and the
development of expressive speech using multimedia - increase the desire for
communication in children with hearing impairments, enhance their sense of
self-awareness. In particular, through interactive activities, children strive to
share their thoughts with others, which has a positive effect on their
socialization. One of the important aspects identified in the study is that the
cooperation of parents and educators plays an important role in the
development of communicative competence. The child must be brought up on
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the basis of a culture of communication not only in an educational institution,
but also in the family. Otherwise, the achievements achieved in an educational
institution will not be sustainable.
The existing problems in this area also deserve discussion. In particular,
factors such as the lack of special classes equipped with modern technologies in
all educational institutions, the small number of qualified defectologists and
speech therapists, and the outdatedness of methodological manuals and
textbooks negatively affect the full development of children. This requires us to
create new technological approaches, popularize existing experiences, and
develop a systematic methodology. Developing communicative competencies in
children with hearing impairments is not only a matter of education, but also a
matter of adapting them to society, instilling human values, and instilling
confidence in their souls. Scientific and practical research conducted in this area
shows that through properly selected methods and pedagogical technologies,
any child can become an active, equal member of society.
Conclusion.
Every child, regardless of their ability, has the right to communicate,
express their opinions and find their place in society. Children with hearing
impairments need more help, more attention and a special pedagogical
approach in this regard. During this study, it was concluded that the formation of
communicative competence is not only a process of acquiring knowledge for
these children, but also a way to strengthen their ability to integrate into social
life, self-awareness and expression.
Modern
pedagogical
technologies,
especially
information
and
communication tools, visual teaching methods and interactive approaches, have
shown their high efficiency in working with children with hearing impairments.
It was found that through these methods it is possible to develop not only
speech, but also sensory-emotional, social and psychological competencies. Also,
the study once again confirmed the need for close cooperation between the
family, educational institution and specialists in the formation of communicative
competence. Only an integrated approach, consistent coordination and a loving
approach to the child will lead to the expected result. In conclusion, the
development of communicative competencies of children with hearing
impairments is a complex, but necessary and highly humane process. Their
adaptation to society, self-confidence and future success depend on how these
competencies develop. Therefore, we - educators, parents, members of society -
must be more responsible, patient and innovative on this path.
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