FEATURES OF TEACHING OF PRESCHOOL CHILDREN WITH HEARING DISABILITIES IN KINDERGARTEN

The necessity of the organization of purposeful work with preschool children who have an impairment of hearing has been considered in the article. Statistics of prevalence of impairment among the population of Ukrain has been examined. The main factors that cause this pathology have been defined.Main causes of hearing loss has been characterised: first group − causes and factors of hereditary nature; second - endogenous or exogenous factors influence on the hearing, acting on the embryo and fetus during pregnancy (prenatal period); third − factors affecting the organ of hearing of child in one of the periods of development (postnatal). Children with impairment of hearing of all groups may even additional primary violations of various organs and systems. Training of children with impaired hearing function should be systematic and organized has been indicated in the article. Hearing disorders primarily affected the child's speech; with deep deafness and hearing loss a child without special training of speech almost no masters. The lack or speech disorders not only hamper the contacts of the child with others, but also complicate the process of formation of cognitive activity and personality in general. Accordingly, the earlier rehabilitative effect, the sooner and more effectively we can overcome the consequences of violations of auditory function disorders. The basic ways of teaching children with hearing disabilities in kindergarten have been disclosed. The main tasks of preschool education aimed at overcoming social failure have been defined. In preschool surdopedagogics, by the nature of the modes of activity of the child in the process of training and education, there are three groups of methods: visual, practical, verbal. The training and education of children with hearing verbal methods occupy a leading position, and at the same time should be closely linked with the practical and visual methods. One of the basic forms of education and training of preschool children with impaired hearing are classes: front (group), subgroups and individual. Since children with hearing problems, in terms of inclusive education, have become direct participants of the educational process in kindergarten, the teacher must be prepared to work with them.