STRUCTURE AND DIRECTIONS FOR DEVELOPING INFORMATION AND COMMUNICATION COMPETENCE IN SENIOR SCHOOL STUDENTS WITH HEARING IMPAIRMENTS

Abstract

Based on an analysis of regulatory and legal documents, scientific and educational literature, in particular software for studying computer science in high school, the article defines the structure of information and communication competence of high school students with hearing impairments, which includes the following components: information component – the ability to work effectively with information sources; the development of media literacy and the perception of reliable information on the Internet; the communication component – the ability to interact and collaborate using information and communication technologies, use appropriate digital tools for information exchange, and adhere to the rules of network etiquette; technological component – knowledge and mastery of digital devices and their individual components; ability to work with text and graphic editors, software for creating presentations, online services, applications, files, and the Internet; activity and practical component – ability to create and edit digital content; awareness of the importance of copyright and compliance with it in practical activities; inclusive component, which involves the mobilization of digital strategies and tools to meet diverse educational needs and overcome barriers for students with special educational needs, in particular high school students with hearing impairments.
The article provides recommendations on the main directions for developing the information and communication competence of high school students with hearing impairments, in particular: motivational – motives, goals, and cognitive interest of students in information and communication activities; cognitive (cognitive) – awareness of key concepts and skills for working with digital devices; communicative – use of ICT as a means of communication and collaboration; activity-based (practical) – active use of digital technologies and computers in educational activities as means of cognition; and value-reflective – self-awareness, self-realization. It has been substantiated that the formation of information and communication competence depends on the purposeful and consistent implementation of modern pedagogical approaches, taking into account the psychological and pedagogical characteristics of high school students with hearing impairments and the active use of digital technologies in the educational process.