| Abstract [eng] |
The theoretical analysis highlights the language teaching (learning) peculiarities of the children with hearing impairments. The empirical study, whose objective is based on the experience of sordopedagogues, reveals the language teaching (learning) peculiarities of the preschool children with hearing impairments in a specialized educational institution. A semi-structured interview technique has been applied in the study. The data of the study has been processed using a quantitative and qualitative content analysis. The study has involved the sordopedagogues (N = 10) of the specialized pre-school institutions (N = 2). The Empirical study, based on the work experience of the sordopedagogues, identifies the peculiarities of the language development of the children with hearing impairments and language teaching (learning) planning, specialist support diversity and language teaching (learning) strategies, educating children with hearing impairments. The organization of the education of the children with hearing impairments and individual education plans are based on the programmes and various recommendations prepared by institutions, taking into account family expectations. The planning of language education of the children with hearing impairments involves auditory and speech skills assessment. The study reveals the following strategies that the sordopedagogues apply to the children with hearing impairments: compensatory (hearing aids, cochlear implants, FM systems, gestures and other measures); physical environment adaptation strategies (structured education place, environmental zoning, high-quality acoustic and visual environment). The specific language education methods are applied to: total communication, auditory - verbal, bilingual, global reading, individual work and repetition methods that are often combined. Educating children's language a range of media are applied to: visual, auditory, sensory and information technology. The study participants have identified the cooperation importance between teaching (learning) participants: direct contact with the child support, deaf and hard of hearing cultural knowledge and application of clear speaking strategies. The importance of the cooperation with the family and child specialists is also emphasized the when the teaching (learning) objectives are based on the principles of teamwork. |
