Knowledge necessary for modern human life

WAYS TO DEVELOP HEARING IMPAIRMENT IN CHILDREN 
WITH HEARING IMPAIRMENT. 
Haydarov Islamjan Hatamjan son 
Kokan DPI Inclusive Education Department teacher 
Nabiyeva Nazimakhan Odinajan daughter 
Kokan DPI Surdopedagogika educational orientation interpretation 
Odilova Rushanabonu Orifjan daughter 
Kokan DPI Surdopedagogika educational orientation interpretation 

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The formation of speech hearing in the deaf develops in the process of prolonged 
hearing exercises. It is divided into two phases.
In Stage 1, the deaf with the help of an educator (teacher) learn to distinguish and 
receive a speech signal with a sound amplification apparatus so that they can compare 
various phrases (vocabulary), words, special exercises are performed. The better hearing 
residues are preserved in students, the higher the absorption results (especially 250 Gs-
500 Gs).
In Stage 2, the deaf learn to distinguish and perceive the phonetic structure of 
speech using a loudspeaker apparatus. At this stage, the specific connections between 
hearing and sight grow under the influence of auditory perception training.
According to the methods (methods) and composition of the process of work on 
the development of speech hearing in the deaf, it is divided into three periods: the initial 
period (tyorlov Grade 1); the main period (grades 2-5) and the period of active use of 
individual apparatus (grades 6-7).
In the initial period, conditions are created for the development of deaf speech 
hearing, the reserve of hearing is determined.
The main period is characterized by the intensive development of hearing the 
reception of speech by the deaf in the active use of auditory perception, which is 
developing in the formation of oral speech, their qualifications progress. During this 
period, a long training of auditory perception, the use of sound amplifiers will greatly 
positively help to compensate for a certain amount of auditory perception. The successful 
development of speech hearing in the deaf during this period will depend on the formation 
of oral speech, the level of mental and speech development of children, the skills of 
mastering and pronunciation of words, the grammatical system of the language, the 
development of deaf cognitive activity, how all work in school is organized. In order for 
deaf hearing perception to remain the main independent initiative, it is also necessary that 
he not only understands the speech of his conversation aimed at him, but can speak in 
moderate fluency, distinguish accents, form sound combinations of the word as accurately 

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or accurately as possible. It is important that the organization of the speech hearing mode 
at the school correctly uses the teacher's student speech from the dactyl form (form).
First graders master the technique of speaking in the dactyl during the first half 
year, the movement of the hands, the precise display of the composition of the letter, the 
structure and characteristics of speed, verbal and Dactyl speaking.
In general-educational classes, individual (individual) classes, classes in the 
hearing development rooms, speech material is mainly spoken in oral–dactylic speech.
From the second to the tenth grade, students speak with adults only in oral speech, 
and only if they have difficulty speaking certain words use the speech oral-Dactyl form 
(form).
The verb-Dactyl form of speech is used when students answer questions they ask 
the teacher. The dactyl form of speech is used only when the word has difficulty with 
letter, sound pronunciation. The word (colloquial material) is spoken both verbally and 
Dactyl (in Dactyl speech) and then of course without Dactyl (Dactyl speech). When 
hearing correctly organized speech in the development of a speech sound, perceptual 
exercises take the main place. These exercises take place in general-education classes, 
except for the main class, during all years of Education.
USED ADABITYOTES
1. Haydarov, Islomjon, and Saminaxon Odiljonova. "KAR BOLALAR 
MAKTABLARIDA О ‘QUVCHILARNING TALAFFUZINI SHAKLLANTIRISH VA 
ESHITISH IDROKINI RIVOJLANTIRISH BО ‘YICHA KORREKSION MASHG 
‘ULOTLAR MAZMUNI VA ULARNING TASHKIL ETILISHI." Инновационные 
исследования в современном мире: теория и практика 2.18 (2023): 103-106.
2. Hatamjon o‘g‘li, Haydarov Islomjon. "ESHITISH QOBILIYATINI BUZILISHI 
VA YO'QOTISH SABABLARI." Conferencea (2023): 83-86.
3. Hatamjon o‘g‘li, Haydarov Islomjon. "ENVIRONMENTAL EDUCATION OF 
HEARING-IMPAIRED 
PRESCHOOL 
CHILDREN 
BY 
SHAPING 
THEIR 

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https://sciencepromotion.uz 
KNOWLEDGE OF NATURE." Galaxy International Interdisciplinary Research Journal 
11.3 (2023): 510-513.
4. Hatamjon o’g’li, Haydarov Islomjon. "EDUCATION OF STUDENTS WITH 
HEARING DEFECTS THROUGH SCIENCE LESSONS DEVELOPMENT OF 
SPEECH AND THINKING." Open Access Repository 4.3 (2023): 837-844.
5. 
Haydarov, 
Islomjon, 
and 
Orzujahon 
Qayumova. 
"ESHITISHIDA 
MUAMMOLARI BО ‘LGAN BOLALARDA ESHITISHNI TEKSHIRISH VA 
ULARNING YAKKA MASHG ‘ULOTLARGA JALB QILISH." Наука и инновация 
1.11 (2023): 52-56.
6. Hatamjon o‘g‘li, Haydarov Islomjon. "Technologies for the Formation Of The 
Skill Of Creative Thinking In Weak Auditory Students." INTERNATIONAL JOURNAL 
OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 
Impact factor: 7.429 11.11 (2022): 265-271. 

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Annotation: the peculiarities of the vocabulary of mentally retarded 
children have attracted the attention of many authors. They recognized that 
disorders in the activity of perception leave their mark on the formation of 
passive and active dictionaries. 
Keyword: mentally retarded child, word, Bogin , pronunciation. 
In mentally retarded children, the poverty of vocabulary, the misuse of 
words, the superiority of passive vocabulary over active vocabulary, and 
difficulties in using words according to content are felt. These are important 
causes of vocabulary poverty in children, due to their low mental development, 
limited knowledge and imagination about the surrounding world, weakness of 
verbal memory, low demand for social and speech attitude, lack of formation 
of interests. 
V.G.According to Petrov, the mentally retarded students of Class 1 do 
not know the name of most of the objects that surround them (clock, Bowl), 
especially individual pieces of the objects (cover, page). 
Children's vocabulary is dominated by clearly meaningful nouns,words 
of a generalizing nature are not involved (furniture, dishes, shoes, clothes).