FORMATION OF SPEECH COMPETENCE OF STUDENTS WITH HEARING DISORDERS DURING THE STUDY OF THE SUBJECT «UKRAINIAN LANGUAGE»

Abstract

The article considers the problem of forming speech competence of students with hearing impairments in the process of studying the subject "Ukrainian language". The relevance of the study is due to the need to ensure effective communicative training of students with special educational needs in the conditions of the modern educational space. It is substantiated that speech competence is an integrative characteristic that combines knowledge of the speech system and the ability to apply them in various types of speech activity - listening, speaking, reading and writing. It is determined that for students with hearing impairments, the development of compensatory mechanisms is of particular importance, in particular visual perception, gestural support, the use of visualized and digital learning tools. The paper analyzes modern approaches to the formation of speech competence, including communicative-activity, personally oriented and multisensory approaches. Effective teaching methods and techniques are described, including the use of visual supports, modeling of speech situations, the gradual formation of statements, the integration of sign and oral language, as well as the use of information and communication technologies. Attention is focused on the need to individualize teaching, taking into account the level of development of auditory perception, speech and cognitive abilities of students. It is noted that the systematic implementation of the proposed approaches contributes to an increase in the level of formation of speech competence, the development of communicative activity and social integration of students with hearing impairments. The results obtained can be used in the practice of teachers of speech, teachers of the deaf and hearing impaired and specialists of inclusive resource centers. The study also emphasizes the importance of interdisciplinary interaction of specialists, in particular, a teacher, a teacher of the deaf, a speech therapist and a psychologist, which ensures the integrity of the impact on the development of students' speech. Special attention is paid to the formation of motivation for speech activity as a prerequisite for the active acquisition of language knowledge and its practical application. Prospects for further research are seen in the development of innovative teaching technologies aimed at expanding the communicative capabilities of students with hearing impairments in the educational and social environment.