Using online recourses mobile and gadgets in the correctional work to increase vocabulary and understanding of the students with combined hearing and intellectual disabilities

Abstract

The article is devoted to the theoretical analysis of the peculiarities of perception of small literary forms
of students with hearing disorders and techniques for raising the level of understanding of the values of
words by children with combined violations of psychophysical development.
The purpose of the article is to familiarize the useing of online resources and mobile information on the
study of the Ukrainian language to replenish vocabulary, broadcasting, and as a result - improving the
understanding of hearing and intelligence disorders read.
On the basis of the analysis of psycholinguistic, philological, surdopedagogical methodological literature,
we concluded that students with hearing impairment and intelligence without specially organized training
have a small vocabulary, do not understand the portable meaning of words, require new methods and
techniques for learning to increase the level of perception of the read. The analysis of literature proves that
today in the special pedagogical practice of teaching children with comprehensive development violations
has been paid to the use of mobile applications and online resources with correctional purposes, instead
of children, without adult control, playing games that excite the child’s psyche and do not have an
intellectual load.
The article discusses the features and increases the understanding of the meanings of words by students
with hearing and intellectual disabilities, the use of online resources and mobile applications for learning
the Ukrainian language to replenish vocabulary and speech development. The author of the articlenotes
that modern telephone applications for learning languages in the form of games contribute to the
correction and development of children with mental and physical disabilities, bring the learning process to
a new level, visualizein formation and facilitate it sassimilation by students with hearing and intelligence.
Multimedia technologies are especially useful in distance learning.
The article provides practical recommendations for the use of applications: from the experience of a
deafteacher with junior school and students middle school students