ARTICULATION EXERCISES IN WORK WITH PRESCHOOL CHILDREN

Introduction. The use of different methods of communication (verbal language, sign language, non-verbal way) to work with children with hearing impairment. Special attention is given to the use of individual approach and variability of the requirements for knowledge and skills of different children depending on the capabilities of the individual child, his intellectual capacity, cognitive abilities, specific personal development. At the level of the prospects for further study on using singled out the specifics of communication in working with children with visual impairments. Purpose – to generalize the use of different communication tools to work with children with hearing impairment. Results. Deaf children are born with the same ability to acquire knowledge and mastery of the language, like all other children; they may have to reveal all their potential quality using appropriate visual programs and appropriate support. Therefore, a crucial means of overcoming abnormalities in the development of these children have special speech training system that provides special system classes to enrich vocabulary, clarify the sound of speech, learning the grammatical system of the language, mastering different types and forms of speech activity. Specific objectives in working with children are forming broadcast, not learning. The paper provided lessons on the development of reading lips, development and use of residual hearing. For the development of cognitive and thinking of using writing and reading, visual-activity tools and techniques that help the formation of ideas, concepts first visual-figurative, and abstract level and generalizations. This specially created situations pageant, dramatization, and pantomime. All these tools are used in conjunction with verbal learning tools. Conclusions. So in teaching children with hearing dominated by verbal speech. It is used as the primary means of communication. The paper provided lessons on the development of reading lips, development and use of residual hearing. For the development of cognitive and thinking of using writing and reading, visual-activity tools and techniques. This specially created situations pageant, dramatization, and pantomime. All these tools are used in conjunction with verbal learning tools. Among the prospects for further study of the problem isolates the specific use of communication in working with children with visual impairments.