Казахского государственного женского педагогического университета
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| Түйін сӛздер: ерте жастағы балалар, кохлеарлы имплантация, абилитация, оңалту, есту-сӛйлеу
жұмысы THEORETICAL ASPECTS OF PEDAGOGICAL SUPPORT OF EARLY AGED CHILDREN AFTER COCHLEAR IMPLANTATION A. K. Dostay 1 , G.S. Orazaeva 2 1 Master student of the specialty Defectology, deaf-and-dumb pedagogue in the National scientific- practical center of correctional pedagogy 2 Cand. Sci. (Pedagogy), Associate Professor, head of the Special and Social Pedagogy Department 1,2 Kazakh State Women‘s Teacher Training University email: dostay9410@mail.ru Early intervention in the development of children with special educational needs is a priority worldwide. The interdependence of negative factors associated with impaired psychophysical development indicates the need to include the child and parents in the program of early correctional care. This provision is relevant in work with young children after cochlear implantation. Currently, cochlear implantation is the most effective method of hearing and speech rehabilitation of deaf children. The success of the pedagogical habilitation of such children is largely determined by the observance of two basic conditions: the constant presence of children and adults among normal hearing and speaking and the provision of systematic remedial education. The article presents the stages and methods of hearing speech on the experience of foreign and domestic remedial work, as well as the possibility of their implementation in relation to children with a cochlear implant of an early age. жүктеу/скачать 6,41 Mb. Достарыңызбен бөлісу:
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