Hearing-impaired children: organization of support and comprehensive assessment at the IRC

- Литовченко, С.В. (orcid.org/0000‐0003‐0001‐4667) (2021) Hearing-impaired children: organization of support and comprehensive assessment at the IRC Особлива дитина: навчання та виховання, 1. pp. 19-29. ISSN 2312-2781

Text Литовченко_статта Особлива дитина (4).pdf - Published Version Download (690kB)

Abstract

The article presents modern approaches to the organization of education and support of children with hearing impairments in the context of the social model of perception of special educational needs, clarifies the interpretation of basic concepts ("hearing impairment", "special educational needs", "correctional and developmental support of children with hearing impairments"). Given the novelty, the problem of identifying needs is relevant in the context of inclusive resource centers (IRC), the organization of the educational environment. Today there are factors that complicate the process of generalizing the results of a comprehensive psychological and pedagogical assessment of child development, in particular, there are different approaches to identifying the child's needs, formulating needs as recommendations, listing general advice that does not belong to special needs. Based on the theoretical analysis and own experience in the IRC, recommendations for determining the difficulties and needs of the child and drawing the conclusion of the IRC in the system of automation of inclusive resource centers (AS "IRC") are presented. We take into account that the system of education of children with hearing impairments is characterized by variability of trajectories of development and learning. Pupils / pupils with hearing impairments may have different educational needs depending on: the time of onset of the impairment and the age at which it was diagnosed; type, time, quality of compensation measures (hearing aids, cochlear implantation); leading means of communication between family and child (verbal / sign language); the approach under which the previous training took place, the specifics of rehabilitation; presence of complex violations; individual features, etc.

Downloads

Actions (login required)

View Item