HEARING-ORIENTED TECHNOLOGIES FOR THE DEVELOPMENT OF SPEECH IN CHILDREN WITH COCHLEAR IMPLANTS

Abstract

The purpose of the article is to analyze the conceptual apparatus, essence, components and content aspect of hearing-oriented technologies in the educational practice of working with children with cochlear implants.

Research methods: analysis of international and domestic practical experience; expert discussion.

Results. The essence of the definitions "pedagogical technology", "speech development", "auditory-speech development", "hearing-oriented technologies" in the context of corrective and developmental work with children with cochlear implants is considered. The main characteristics have been identified, according to which the technology of working with children with hearing impairment can be classified as hearing-oriented, namely: hearing-oriented style of interaction between adults and children; family-centeredness of corrective and developmental influence; the necessity of early intervention, which involves the triad of detection, hearing aids, and early pedagogical support; complexity, combining medical and technical, social, economic, psychological, pedagogical components; involvement of state resources (state programs of hearing screening, early intervention, hearing aids, etc.), communities (parental public organizations, public organizations of cochlear implant wearers, etc.), families. It was found that hearing-oriented technologies have an interdisciplinary nature of implementation, contain diagnostic, medical-rehabilitation, social-pedagogical and educational-educational components. The widespread distribution of hearing-oriented technologies in modern educational practices is noted, which proves their effectiveness and competitiveness in variable support systems for children with hearing aids with cochlear implantation systems.

Conclusions. The results of the analysis of the conceptual apparatus inherent in the scientific discourse dedicated to hearing-oriented technologies for accompanying children with hearing impairments allowed us to consider the hearing-speech development of children with cochlear implants as the process and result of mastering verbal speech based on available auditory impressions, and hearing-oriented technologies as systems of pedagogical influences designed for achieving the goal of forming verbal speech on a restored auditory basis in a way that is as close to natural as possible. Identification of common structural components, main approaches, methodological tools of hearing-oriented technologies can serve as a basis for further improvement of the variable system of accompanying children with cochlear implants in our country.