ENSURING BARRIER-FREE EDUCATION FOR CHILDREN WITH HEARING IMPAIRMENTS

Abstract

Barrier-free education for children with hearing impairments involves the removal of obstacles (barriers) that directly or indirectly make it impossible or difficult to access education, communication, participation in joint activities, etc. The purpose of the article: to highlight key aspects of organizing the educational environment for children with hearing impairments in preschool and general secondary education institutions. Research methods: theoretical analysis of literary sources; analysis of regulatory documents; generalization of practical experience in the rehabilitation and education of children with hearing impairments. Each student is unique, has unique needs, a wide range of abilities, learning styles, possesses various means of communication, etc. The main interrelated components of the educational process that must be taken into account when ensuring accessibility for children with hearing impairments: communication (communication, participation, interaction, social contacts, activity); learning (knowledge, skills, ability to apply knowledge, implementation of abilities, etc.); orientation in the surrounding environment, in particular the sound and visual one. Full access to communication, learning, and social interactions is important, taking into account the child’s individual language and communication needs. Programs, assistive technologies, and accommodations should be available to help students build on their strengths and become confident, independent, and full participants in the cognitive, social, and academic experience. The optimal educational environment for children with hearing impairments is a communicatively rich environment that: provides for the full development of the child’s first language; improves cognitive, social, and emotional skills; has «direct access» (without an interpreter) to teachers and a sufficient number of peers who speak the child’s language, etc.