PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR ENSURING INTERPERSONAL RELATIONSHIPS OF YOUNG SCHOOLCHILDREN WITH FUNCTIONAL SENSORY HEARING DIFFICULTIES DURING A PERMACRISIS

Abstract

The publication reveals innovative scientific approaches to solving an urgent problem of special pedagogy related to the destructive impact of prolonged social challenges on the socialization of children with special educational needs. The purpose of the article is to provide a theoretical and methodological justification and define a complex of organizational and educational factors that ensure effective support and development of interpersonal interaction among primary school students with sensory hearing impairments within the framework of a lesson as a key form of the educational process in a special educational institution. Research methods include a systematic analysis of surdopedagogical and psychological literature, purposeful pedagogical observation of students' communicative activity, interviews with specialists, and modeling of an adaptive educational environment. The novelty of the research procedure lies in the integration of the crisis-dynamic component into the classical structure of lesson design. It was found that factors of prolonged psychosocial stress and chaotic changes in learning formats block students' communication, causing high anxiety and disorientation due to the inability to localize safety sounds.

The article is scientifically substantiated three interconnected psychological and pedagogical conditions that transform a lesson into a space of psycho-emotional stabilization and intensification of personality development are scientifically justified. The first condition covers the creation of an emotionally safe microclimate through the visualization of safety algorithms, routines, and grounding micro-pauses. The second condition provides for polysensory adaptation of the communicative space using acoustic management, the involvement of healthy analyzers, and the organization of workplaces in a semicircle for unimpeded reading of non-verbal information and articulation. The third condition consists in the facilitation of partnership through dialogic and team forms of subject-practical activity. It is proved that a modern lesson is a flexible innovative project that requires a high level of professionalism and reflection from a surdopedagogue. Conclusions. It is concluded that the analysis of the reasons for the discrepancies between the predicted and real levels of a child's development should be based not only on didactic factors but also on taking into account the psychotraumatic factors of the environment. The proposed conditions are of significant practical value, as they allow for the timely restructuring of pedagogical tasks, preventing involuntary social isolation and secondary traumatization of the personality.