Knowledge necessary for modern human life

Annotation: this article is devoted to working with weak hearing children, 
instilling in them writing skills, effectively organizing the process, the technologies and 
methods inherent in it.
Keywords: written speech, oral speech, literacy training, weak hearing child, 
defectology, writing, method, hearing, sensor, style.
Written speech is the most convenient means of voluntary expression in our 
thoughts. Written speech is organized by the processes of reading and writing. To 
understand written speech, it is necessary to receive education in a special order, that is, 
to be literate.Written speech is formed on the basis of oral speech.
Due to the complex mechanisms of written speech, various difficulties are observed 
in its formation.
O.V.Pravdina, V.G.Petrova, V.V.Voronkova, A.V.Yastrebova, G.A. Kashe et al 
have studied in every possible way and consider these to be defects resulting from deficits 
in oral speech and phonemic hearing. Defects in written speech can also be involved in 
the incorrect perception of The Shape of letters.
In this, the child misleads similar letters in terms of writing, their ele-Mentes.
Issues of the content of teaching, the scientific and theoretical foundations of 
special methods, which directly influenced the scientific and methodological support of 
the system of adaptation of children with hearing problems, were discussed by Russian 
scientists F.F. Rau, S.A.Zykov, R.M.Boskis, A.G.Zikeyev, T.S.Zikova, K.G.Korovin, 
I.M.Gilevich, L.P.Noskova, L.A.Those who developed Golovchis. Also, scientific-
ISSUES OF EFFECTIVE ORGANIZATION OF TEACHING WEAK 
HEARING CHILDREN TO WRITE 
Mohammadjonova Dilafruz Farhadjan daughter
Qdpi Inclusive Education Department teacher 
Teshaboyeva Muhlisa Nodirbek Daughter
Qdpi inclusive education direction 4th year student 

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theoretical issues of sensory and cognitive activity in the development of hearing loss of 
special importance in the system of special education F.F.Rau, L.V.Neumann, 
W.I.Beltyukov, Ye.P.Kuzmicheva, E.I.Léongard, N.D.Schmatko, by Slezina, was 
scientifically-theoretically substantiated by the effective organization of the educational 
and educational process carried out in special educational institutions. 
Defects in written speech in speech in speech:
Dysgraphia (Greek dis-break, grapho-I write);
Agrophy (a-negation, no, grapho-I write )
Imperfections in writing – dysgraphia, in many cases imperfections in Reading-are 
observed along with dyslexia. Dyslexia alone is rare as an independent speech defect.
Dysgraphia and dyslexia from writing defects are common among schoolchildren. 
It is recommended to study the errors observed in the written work of dysgraphics by 
dividing them into certain groups. These are:
1. Errors in the phonetic-phonemic harekter-replacing sounds similar in terms of 
pronunciation (articulation) and perception (acoustics) with each other
2. Flaws in the word structure:
(a) joint displacement,
b) leaving the vowels down
d) leaving the consonants unloaded
e) syllable, not writing words to the end
f) Writing by adding plus, unnecessary vowel or consonant letters
3. Writing a word in two or adding two words; 4. Similar letters in shape and 
spelling, their element-
substituting their writing;
5. Fine mobility of the muscles of the hand, improper writing of letters as a result 
of impaired motor skills, non-compliance with the lines in the notebook, overwriting the 
syllable and words, etc.
6. Errors of a grammatical nature

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7. A windowsill is to write the letter upside down as if it were reflected in the 
window. In this, the child writes as the letters are expressed in the Mirror, due to the 
confusion of the left and right sides.
Children with hearing impairments require special attention when conducting 
writing. In this process, the following are recommended:: 
Do not engage for more than 15 minutes a day.
Writing is a complex skill that requires the movement of hands in proportion, 
developed visual memory, attention and sitting work. It is difficult for a school-age child 
to master it immediately. Therefore, follow one rule: let's write a little – rest. Overstrain 
strongly affects the development of the child's organism.
Don't be surprised.
The results of the study show that children begin to notice the difference between 
words and pictures from the age of three, regardless of their inability to read. However, 
the child will not be ready to write at such an early age: their brain forms the necessary 
skills by the age of 5-7 years.
The readiness to write can be checked as follows:
• Give the child a sheet of paper and offer to draw something.
• Ask to paint part of the image.
• If the child constantly turns the paper and changes the direction of the lines bazor, 
then he is not yet ready to write the letters.
Convey information as a game.
Do not turn training - into an obligation, and yourself-into a serious teacher. 
Reading and learning of a preschool child should memorize an interesting game.
Develop fine motor skills.
In order for a child to learn to write, it is necessary to develop his fine motor skills. 
This means that he is able to control Non-large items without difficulty and perform 
actions that require the proper movement of the eyes and hands. For example, making 
things out of dough or drawing pictures.
Try the following exercises to prepare the preschool child's hand for writing:
* Cut shapes from paper along the line.

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• Draw and paint using colored pencils, felt-tip pens and paints.
• Make things out of dough and plasticine.
* Assemble models from the constructor.
* Work with mosaics.
* Knit in a loop.
Among the conclusions, it can be said that in the process of reaching adulthood, it 
is known that writing is one of the big steps, which is several times more difficult for 
children with hearing impairments. Therefore, the elimination of these problems using 
effective methods is considered from the current tasks of today.