Education of a deaf child in the family hearing
§ 1. The problems of family education in social pedagogy: historical approaches and future perspectives
§ 2. Family and family education as a basis for developing the child’s personality
§ 3. A comprehensive approach and features of the education of children with hearing impairment in the family
The research theme is called “Educating a deaf child-hearing and deaf”.
The relevance of this topic is obvious. Families who have children with hearing loss need help to develop a common strategy surdopedagogics activities, to instill in the future in their belief that the skillful approach to the deaf child, learning outcomes will be immeasurably above already achieved in the practice of teaching these children, because the methodology of language teaching neslyshashhikh be viewed as a craft, as science, as art.
When writing this work, the theoretical (bibliographic) basis were:
1.A number of monographs devoted mainly to social pedagogy. In turn, we found the material that served as a theoretical justification of the role of the family in the education and formation of personality, and we have traced the main historical landmarks of who and when they had similar problems
2.To clarify the peculiarities of education of a deaf child had to use the special studies of individual authors working on this topic. Us was considered a so-called integrated approach, coming from the objectification of the process of education.
3.We also used individual articles from psychological journals.
A complete list of the theoretical framework given in the bibliography.
The aim of this study was to elucidate the following tasks:
1. What is the relationship between social work and social pedagogy, what are the functions of social pedagogy and its challenges during the crisis of education?
2. What is the role and functions of the family and how she implements them in the process of upbringing?
3. What are the features of education of deaf children in the family hearing and deaf? What is the essence and advantages of the so-called integrated approach?
Clarifying the above questions and we intend to do in the future, but for now just note that without an understanding of the characteristics of mental and speech development of children with hearing impairments, without.
Looking at some results, we will note, children with hearing impairments c very early age need special conditions of education and training that corrects impaired hearing and speech functions.
Family members should borrow and learn and disability specialists (hearing teachers) special teaching methods and teaching tools, in order to begin work on the formation of verbal speech neslyshashhikh preschoolers and successfully carry out this work for many years.
In addition, you need to be able to assess the initial level of speech development, the pace and the results at each age stage, it is reasonable to combine the work on speech and language development and education of a deaf child as harmonically developed personality.
Repeat what was already said in the introduction: without an understanding of the characteristics of mental and speech development of children with hearing impairments, without modeling substitute compensatory pathways, without assimilation of the theoretical foundations of the methods of teaching these children’s oral language, which is the main means of communication, without understanding the nature of the language itself, the work of a teacher cannot be effective enough.
Ultimately, the main goal is pursued: using specially organized conditions and surdopedagogics the techniques and methods necessary to ensure the speech development of children with hearing impairments as an integral part of their well-balanced education, as a communicative unit in the structure of the child’s personality, because this is related to the possibility of further schooling, preparation for future independent life in society.
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