ARPHA Proceedings 3: 575-583, doi: 10.3897/ap.2.e0575
Pedagogical Diagnostics of Auditory-Speech Development of Children with Hearing Impairment of Preschool Age: Methodology and Results
expand article infoSvetlana N. Feklistova

Corresponding author: Svetlana N. Feklistova ( feklsv@mail.ru )

© Svetlana N. Feklistova.
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Citation: Feklistova SN (2020) Pedagogical Diagnostics of Auditory-Speech Development of Children with Hearing Impairment of Preschool Age: Methodology and Results. In: Gafurov I, Valeeva R (Eds) VI International Forum on Teacher Education, Kazan Federal University, Russia. May 27 - June 9, 2020. ARPHA Proceedings 3: 575-583. https://doi.org/10.3897/ap.2.e0575
Open Access
Abstract
The Republic of Belarus has the prerequisites for a significant increase in the potential for the development of auditory perception and speech of children with hearing impairment: socio-economic, medical, technical, psychological, pedagogical and sociocultural. Audiological screening, early hearing prosthetics, high-tech hearing aids and an early pedagogical assistance system have been introduced. These factors create opportunities for children with hearing impairment to switch to the "natural path" of speech development, but itself they do not guarantee high result. The most important condition is an adequately correctional work with the child. One of the main principles of special pedagogy is the diagnostic basis of education: determination of the current level and development potential of the child. This requires the development of high-quality diagnostic tools, criteria for evaluating the results. So, the relevance of the study is due to the contradiction between: 1) the increased capabilities of the auditory-speech development of children with hearing impairment due to using of medical and technical means; 2) insufficient knowledge of the current level of development of hearing and speech in new condition; 3) lack of appropriate pedagogical diagnostic methods.The purpose of the article is to develop and characterize the author’s methodology pedagogical diagnostics of the auditory-speech development of children with hearing impairment and to study the specifics of their auditory-speech development.The leading research method is empirical. The article presents the author’s diagnostic tools, criteria and indicators for assessing functional auditory and speech capabilities of children with hearing impairment of preschool age. The special educational needs of deaf and hard-of-hearing children have been studied and characterized. It is new basis for the differentiated approach in correctional work.
Keywords
hearing impairment, auditory-speech development, auditory perception; oral speech; complex pedagogical diagnostics of auditory-speech development; special educational needs.