KSENIAS. AFANASYEVA
3RD YEAR STUDENT OF THE FACULTY OF PRESCHOOL, PRIMARY AND SPECIAL EDUCATION
BELGOROD STATE NATIONAL RESEARCH UNIVERSITY,
BELGOROD
SCIENTIFIC SUPERVISOR
MARKOV ALEXANDER VLADIMIROVICH
SENIOR LECTURER
DEPARTMENT OF FOREIGN LANGUAGES
NRU BSU
PSYCHOLOGICAL AND PEDAGOGICAL DIAGNOSTICS OF CHILDREN WITH HEARING DISORDERS
Abstract: The article is devoted to the issue of psychological and pedagogical diagnostics of children with hearing impairments. The tasks and principles of diagnosing the mental development of children with hearing impairments are considered, some methods of diagnosing children with hearing impairments are given. Let's consider the algorithm of selection and adaptation of psychodiagnostic techniques for children with hearing impairment.
Keywords: diagnostics, children with hearing impairments, development, upbringing, deviations, training, correctional work, compensation, examination, violation, zone of proximal development.
Psychological and pedagogical examination is one of the components of an integrated approach to the study of children's development. Its results are considered in conjunction with other data about the child. The study and identification of the features of cognitive activity, the establishment of the nature of violations, the potential capabilities of the child makes it possible to predict its development (the creation of an individual educational route).
The basis of psychological and pedagogical support of students with hearing impairment is to determine their special educational needs. Thanks to this, it is possible to formulate the tasks of correctional and developmental work, to determine the requirements for the educational environment. The success of correctional and pedagogical work and the dynamics of the child's development depend on how accurately the level of the child's actual development, the zone of his immediate development, the nature of the necessary pedagogical assistance will be determined.
When examining the features of the mental development of children and adults with hearing impairments, the basic principles of psychological diagnostics are implemented, in particular the principles formulated by psychologists: A. R. Luria, S.D. Zabramnaya, V.I. Lubovsky, T.V. Rozanova.
The principle of complexity, according to which a psychological examination is an integral part of the examination of a child, in its process information obtained by specialists in other fields - doctors, teachers, social workers - is used. Psychological examination should be comprehensive, therefore it includes the study of all aspects of the psyche - cognitive processes, personal and emotional-volitional sphere.
The principle of a holistic systematic study of a child makes it possible to detect not individual manifestations of mental development disorders, but to establish links between them. A systematic analysis of hearing impairment can be carried out based on L. S. Vygotsky's position on the structure of the defect.
Of great importance for understanding the essence of hearing impairment and its impact on the course of a child's mental development is the principle of dynamic study, according to which it is important to find out not only what children know and are able to do at the present time, but also their potential, the "zone of proximal development". .
Depending on the age of the child, on the period of mental development in which this child is at the time of examination, specific tasks of studying his characteristics are highlighted.
1. In early childhood, preschool and primary school age, special attention should be paid to the peculiarities of the development of speech and the cognitive sphere, first of all - the formation of relationships between thinking and speech, as well as the development of movements.
2. In adolescence and adolescence, with the correct organization of training, a lag in the development of the cognitive sphere is usually observed in relation to the most complex mental processes, the formation of which depends on the level of development of verbal speech, memory, thinking, imagination.
3. The main method of studying children with hearing impairments in infancy and early childhood is observation. In a natural setting, external components of behavior are monitored - motor components of practical and gnostic actions, movements of the body and its parts, facial expressions and pantomimics, external manifestations of vegetative reactions, vocalizations and speech acts, their nature, content, orientation, duration, phonetic, grammatical, lexical features of speech.
4. During the examination of preschool and school-age children, along with observation, experimental psychological techniques are used, all types of psychological experiment (laboratory, natural, educational) aimed at identifying features in the development of perception, spatial representations, memory and thinking.
Diagnosis of the level of mental development of a child with impaired hearing in infancy, early childhood and preschool age continues to be a difficult problem. The difficulties of distinguishing deafness from partial hearing loss, from a decrease in intelligence, from speech disorders often lead to the fact that, for example, deaf children are classified as mentally retarded, hearing impaired - as sensory and motor alalics.
The selection of methods for the diagnosis of the mental development of children with hearing impairments is carried out in accordance with the basic principles of psychological and pedagogical diagnostics of impaired development, in accordance with the tasks of psychological and pedagogical diagnostics of children with hearing impairments at a specific age stage.
The adaptation of diagnostic tasks takes into account such features of the mental development of a child with hearing impairment as speech, thinking, perception deficiencies, reduced speed of receiving and processing information.
Let's consider the algorithm of selection and adaptation of psychodiagnostic techniques for children with hearing impairment.
At the first stage, familiarization with the documentation is carried out in order to determine the degree and time of hearing loss, the level of speech development, the presence /absence of concomitant disorders, the presence of hearing prosthetics, data on the pedagogical assistance previously provided to the child.
At the second stage, the selection of diagnostic procedures is carried out in accordance with age; leading activity; level of mental and speech development. It is important to take into account the principle of comprehensive study: a survey of the cognitive sphere, personality, interpersonal relationships, and activities is planned.
At the third stage, it is necessary to adapt such components of diagnostic tasks as instructions, stimulus material, procedure, methods of data processing and interpretation.
To diagnose people with hearing impairment, you can use techniques that are used for children with normal development, but when presenting tasks and analyzing the results, it is necessary to take into account the structure of the disorder, the degree and time of hearing loss.
Adapted diagnostic methods for hearing impaired persons:
1. Parsing and folding of the pyramid (Wenger A. A., Vygodskaya G. L., Leonhard E. I.)
2. Working with paired pictures (sample selection) (Wenger A. A., Vygodskaya G. L., Leonhard E. I.)
3. The "Ladder" technique (V.G.Shchur)
And others.
The mental development of children with hearing impairments is a kind of development path that takes place in special conditions of interaction with the outside world.
The need for the earliest correction of secondary disorders is due to the peculiarities of children's mental development. Missed deadlines in the education and upbringing of a child with hearing disabilities are not automatically compensated at an older age, but will require more complex special efforts to overcome violations.
The psychological and pedagogical study of children with hearing impairments will help to organize their education and upbringing correctly, determine the directions of correctional work that contributes to the full development of the cognitive sphere and the personality of the child, to achieve successful compensation for this violation.
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