FORMING ORAL SPEECH IN CHILDREN WITH HEARING IMPAIRMENTS IN THE CONTEXT OF DISTANCE LEARNING: PRACTICAL EXPERIENCE

Abstract

The article presents practical experience in the development of oral speech in children with hearing impairments under the conditions of distance learning, which became especially relevant during the COVID-19 pandemic and martial law in Ukraine. It is noted that the change in the format of education revealed both pedagogical and organizational difficulties related to the lack of direct contact between the surdopedagogue and the child, the insufficient number of adapted educational materials, and the need for closer interaction between the teacher and the family. The article reveals the specifics of the teacher-practitioner’s professional activity aimed atdeveloping auditory-visual-tactile perception of speech, forming pronunciation, expanding active and passive vocabulary, and creating a speech environment at home.

The article emphasizes that distance learning for children with sensorineural hearing loss can be not only a forced form of organizing the educational process but also an effective tool for improving methods of surdopedagogical practice. It is proven that with well-planned lessons, a clear communication system, strong partnership with the family, and systematic monitoring of learning outcomes, it is possible to ensure stable progress in the development of speech and communication skills of the child. As a result of many years of joint work between the surdopedagogue and the student’s mother, positive changes were achieved in auditory perception, vocabulary expansion, pronunciation improvement, development of dialogical speech, and an increased level of social activity. This experience confirms the need to reconsider approaches to the training of surdopedagogues toward the development of their digital, communicative, and counseling competencies, as well as pedagogical flexibility in the modern educational environment.

Thus, the article generalizes practical experience that can serve as a methodological guideline for specialists in special and inclusive education. The results confirm that the integration of modern technologies, the individualization of the learning process, and partnership with the family are key conditions for the formation of oral speech in children with hearing impairments.

The presented experience has not only applied but also scientific and practical significance, as it reflects current trends in the development of special education in the context of digitalization and social transformations.