Conceptual principles of bimodal-bilingual educational environment creating for deaf and hard-of-hearing

- Замша, А.В. (orcid.org/0000-0002-8843-035X) (2020) Conceptual principles of bimodal-bilingual educational environment creating for deaf and hard-of-hearing Інноваційна педагогіка, 2 (30). pp. 118-121. ISSN 2663-6085

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Abstract

The article analyzes the features of the bimodalbilingual approach to the organization of the educational process of deaf and hard-of-hearing students. The article presents the conceptual principles of designing a bimodal-bilingual educational environment adapted to the individual communicative needs of hearing impairment students. The bimodal-bilingual educational environment is based on the use of national sign and spoken languages as a means of teaching, upbringing, and developing deaf and hard-ofhearing students, as well as the use of all means of supporting spoken language (finger spelling, Manually Code System, Cued Speech, etc.). It is proved the expediency of introducing language-and-speech monitoring as a prerequisite for designing and transforming an adaptive bimodal-bilingual educational environment. The main task of monitoring at the initial stage is to determine the current level of bimodal bilingualism formation of the student and his individual communicative needs. The result of the initial assessment is creation of a communicative development program for students with hearing impairments and the selection of an appropriate model of the educational environment organization. The current assessment of communication needs serves as a basis for adjusting the communicative development program and switching between models of educational environment organization taking into account the dynamics of individual communication needs. Models of bimodal-bilingual educational environment organization are differentiated and described: immediate, mediative, interpretive. The key features for ensuring the adaptability of the bimodal-bilingual educational environment are outlined: flexibility of the transition between language-and-speech models by the educational environment organizations; a plurality of language-and-speech presentation of information (educational content, learning process, control of educational achievements); differentiated use of sign and spoken languages; additional intensive language-and-speech training for deaf and hardof-hearing students.

Item Type:	Article
Keywords:	deaf, hard-of-hearing, students, bimodal bilingualism, mediation, interpretive education
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools > 376.3 Виховання та освіта осіб із вадами зору, слуху, мови та нервовими захворюваннями.
Divisions:	Mykola Yarmachenko Institute of special education and psychology of National academy of educational sciences of Ukraine > Department of Ukrainian Sign Language
Depositing User:	SignLangLab ISP
Date Deposited:	11 Aug 2021 23:48
Last Modified:	11 Aug 2021 23:48
URI:	https://lib.iitta.gov.ua/id/eprint/726167

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