SOUND FAIRY TALES SN WORKING WITH CHILDREN WITH HEARING IMPAIRMENTS

Abstract

The article presents a theoretical analysis and justification of the importance of non-speech auditory perception in the development of children with hearing impairments, as well as an examination of the effectiveness of sound fairy tales as an innovative tool of corrective and developmental work. The purpose of the article is to determine the role of sound fairy tales in shaping auditory perception, stimulating speech activity, and supporting sensory integration in children with hearing impairments, as well as to describe methodological approaches to their implementation in educational practice. The research methods include theoretical analysis of scientific sources in surdopedagogy, audiology, neuropsychology, and literary studies, content analysis of works devoted to non-speech sound perception, comparative-historical and descriptive methods, and generalization of practical experience with primary school children. The results demonstrate that sound fairy tales are an effective means of sensory stimulation that support the development of auditory attention, memory, sound differentiation, and the ability to navigate the acoustic environment, while also increasing children’s motivation for speech production. Their use ensures the integration of auditory, visual, and tactile modalities, facilitates the formation of articulatory patterns, promotes socio-communicative development, and creates conditions for the natural acquisition of spoken language based on auditory impressions. The method is particularly relevant under martial law, when non-speech auditory perception is directly related to children’s safety and their ability to respond to warning signals. The conclusions confirm that sound fairy tales are an efficient, flexible, and accessible tool of corrective and developmental work that can be adapted to individual needs and applied in group, individual, and whole-class settings. The findings may be used by teachers of the deaf, speech therapists, and inclusive education specialists.