Abstract
Introduction. А new model of education introduced in general education schools of the Republic of Kazakhstan, is characterized by a criterion system for assessing the student’s knowledge (involving the student, his self-esteem), stimulating the student’s activity in obtaining knowledge and communication skills. These processes can be challenging for children with hearing impairment. The issue of the psychological and pedagogical readiness of students with hearing impairments to switch to new curricula is examined in this study using the example of the Republic of Kazakhstan. Materials and Methods. Pursuant to the objectives of the study, the sample of children with hearing impairments, was formed without exclusion of children with concomitant impairments similar to the structure of this group present in overall population. In the general sample, which includes 138 children and adolescents 10–15 years old who were divided into four experimental and four control groups in accordance with their educational level, the emotional-volitional, intellectual and cognitive characteristics of deaf and hard-of-hearing children and their success in performing tasks in classic and updated programs were studied. Results.In the children with hearing impairments, visual attention, hearing and speech memory, and conceptual thinking were reduced. The volitional regulation of complex actions and visual memory corresponded to the age norm. Children with hearing impairments performed the educational tasks less well, whereby they performed the tasks of the updated programs significantly more efficiently in comparison to classical tasks. Conclusions are drawn about the effectiveness of the updated educational programs for teaching this group of children. Discussion and Conclusion. Our psychological and pedagogical study of this problem reveals that children with hearing impairments perform better at some tasks compiled in accordance with updated educational programs, indicating their effectiveness for this category of students. At the same time, a decrease in the number of cognitive processes of students in correctional schools with hearing impairments compared to their peers is also shown, namely in visual attention, auditory-speech memory, and thinking with the development of volitional processes corresponding to age. It is necessary to take into account the level of development of these processes in the formation and implementation of training programs.
Highlights
The transition to an inclusive education system for children with disabilities makes it relevant to study the effectiveness of special educational programs being developed and the conditions for their implementation
Based on the analysis of the results of the study, we can conclude that children with hearing impairments are characterized by a decreased concentration and volume of visual attention
Disruptions in the attention of schoolchildren indicate that during organizing educational and cognitive activities, conditions should be created that minimize the likelihood for the students to be distracted or engaged in extraneous activity
Summary
The transition to an inclusive education system for children with disabilities makes it relevant to study the effectiveness of special educational programs being developed and the conditions for their implementation. The problem of teaching children with hearing impairments has been considered by many authors (for example, a review [3]); in the context of a significant and continuous change in educational programs, it remains relevant. In the Republic of Kazakhstan over the past two decades, the amount of educational information to be mastered by deaf and hard-of-hearing children as part of updating the content of education has increased significantly and has become comparable with the curriculum of ordinary schools [4], a trend that is characteristic of education worldwide [5]. Comparing the effectiveness of education for children with hearing impairments in the context of the peculiarities of the development of their mental processes and new and classical educational programs, using the example of the model proposed by the Republic of Kazakhstan, is essential
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