METHODOLOGICAL APPROACHES AND EDUCATIONAL CONTROVERSIES IN THE DEVELOPMENT OF INTERPERSONAL RELATIONSHIPS OF CHILDREN WITH HEARING DISORDERS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.13Keywords:
methodological approaches, educational contradictions, innovative technologies, interpersonal relationsAbstract
This article describes deaf pedagogical methodological approaches, the study and implementation of which provides a fundamental understanding of the educational process for children with hearing impairments. A scientific analysis of research in the context of today's challenges is necessary to find further effective ways to develop deaf pedagogical and the educational trajectory of a child's individual development. Clarification of educational contradictions in the development of interpersonal relationships of children with hearing impairments has allowed the application of innovative deaf education technologies of compensatory and corrective orientation, which will help to achieve the goal of learning outcomes and allow a child with such a disorder to join the cultural values of the nation.
The article reveals the long way of development of special education of persons with hearing impairments, which was associated with the search for compensatory ways of development of a deaf and hard of hearing child, with finding optimal conditions for the implementation of the process of entering the hearing society, introduction of innovative technologies for diagnosis, correction, education, upbringing, habilitation and rehabilitation.
The article provides approaches and highlights methodological principles that should be taken into account when creating a textbook, manual, or methodological development for children with hearing impairments. A book in the form of a textbook, manual, or methodological development is an accessible and variable means for mastering the values of society. Centuries of experience in deaf pedagogical research have shown the possibilities of development of children with hearing impairments and compensatory ways of their formation as individuals. Such socialization can be fully realized in society if a person not only operates with material products of social and psychological exchange, but also masters the spiritual heritage of the nation - its language. We believe that this research is important for the preservation of deaf pedagogical scientific views in the face of the challenges of special education development.
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