Tag: schoolchildren with hearing impairment

Annotation: Relevance. The relevance of the study is determined by the priority of inclusive education in Ukraine and the specific challenges associated with ensuring quality education for schoolchildren with hearing impairment (SHI). Hearing impairment as a primary sensory defect leads to complex secondary deviations in speech, cognitive, and socio-communicative development. The ability to communicate effectively is the foundation for learning, socialisation, and further integration into society, making the development of communication skills in this category of children a priority direction of corrective-pedagogical support in an inclusive environment. However, in practice, there is a significant contradiction between the legislatively enshrined goal of inclusion and the insufficient methodological provision of teaching staff for its implementation. Existing scientific developments typically focus on individual methods of work, whereas the need for their systematic integration into a holistic model adapted to the conditions of a modern inclusive school remains unmet. The aim of the article is the theoretical substantiation and development of the conceptual foundations of a comprehensive model of corrective-pedagogical support aimed at developing communication skills in SHI in the conditions of inclusive education. Methodology. Based on the analysis of current domestic research on the problem, it was determined that the effective development of communication skills in SHI requires a comprehensive, multidimensional impact. Results. Four key, interrelated directions of corrective-pedagogical support were identified: 1) the development of "soft skills" and direct communication competencies through play-based methods; 2) psychophysical correction and sensory integration to improve balance, coordination, and confident behaviour; 3) the integration of information and communication technologies (ICT) for motivation and individualisation of learning; 4) systematic partnership interaction with parents and interdisciplinary collaboration of specialists. On this basis, an original structural-content model of corrective-pedagogical support was developed. The model includes target orientations, principles of implementation, identification of key subjects (inclusion teacher, corrective pedagogue, parents, classmates) and their functions, the sequence of work stages (diagnostic-design, implementation-corrective, reflective-evaluative) and a set of effectiveness criteria. For each of the four directions of the model, the main methods and forms of work were specified with references to empirical evidence of their effectiveness from scientific sources. Separately, a scheme for organising hybrid (offline/online) corrective-pedagogical support was proposed, allowing the model to be adapted to crisis conditions, in particular to the possibility of distance learning. The obtained results allow us to state that the proposed model is a scientific synthesis and systematisation of existing disparate approaches. It integrates data on the effectiveness of play-based methods for developing social interaction, conclusions about the critical role of correcting psychophysical functions for participation in collective activities, evidence of the value of ICT for individualisation, and the principles of family-centredness. Compared to studies that consider these aspects in isolation, the presented model offers a holistic solution that corresponds to the principle of interconnection of all spheres of child development. The model also develops ideas regarding the use of digital tools and parental support in crisis conditions, translating them into the practical plane of a specific organisational-technological mechanism. The reliability of the theoretical foundations of the model is confirmed by references to current empirical research. The main limitation is the theoretical-modelling nature of the work, which determines the need for its further experimental testing. Conclusions. The development of communication skills in schoolchildren with hearing impairment in an inclusive environment is a complex task that requires simultaneous impact on the communicative, cognitive-thinking, emotional-volitional, and psychophysical spheres. The effectiveness of corrective-pedagogical support can be significantly increased by integrating diverse but empirically proven methods (play-based, physical-corrective, ICT-oriented) into a single system built on the principles of interdisciplinarity and partnership with the family. The developed structural-content model represents a theoretically substantiated algorithm of actions for all subjects of the inclusive educational process, ensuring the sequence, purposefulness, and systematic nature of the work. The model has adaptive potential and can be implemented in a hybrid format, which is critically important for ensuring the continuity of education and support for the child in conditions of social instability. The prospects for further research lie in the experimental verification of the model's effectiveness, the development of practice-oriented digital resources for teachers and parents based on it, as well as in studying the impact of such support on the long-term results of social adaptation of students with hearing impairments. Thus, the article contributes to the development of the theory and methodology of inclusive education by integrating existing knowledge into a holistic model of corrective-pedagogical support aimed at a key aspect of the development of a child with hearing impairment – the formation of communication skills.