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WAYS TO DEVELOP HEARING IMPAIRMENT IN CHILDREN
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For teachers Vol 3 sentyabr 2023 (1)
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 https://sciencepromotion.uz 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 https://sciencepromotion.uz 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 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. https://sciencepromotion.uz 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). Download 38.03 Kb. Do'stlaringiz bilan baham: |
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