INDIVIDUAL EDUCATIONAL TRAJECTORY OF TEACHING RUSSIAN LANGUAGE TO STUDENTS WITH HEARING IMPAIRMENTS IN GENERAL EDUCATION SCHOOL
The article is devoted to the problems of improving the quality of education of children with hearing impairments in secondary general education school.The perfection of the system of education of persons with hearing impairments through the introduction of individual educational trajectory involves raising the level of acquisition of the Russian language as a necessary basis for many professions and an important component of the general culture of a member of the modern society. The article describes the basic educational needs of junior schoolchildren with hearing impairments, on the basis of which the individual educational trajectory of teaching Russian to children with hearing impairments is built. The article highlights the conditions necessary for the implementation of an individual educational route of teaching Russian to junior schoolchildren with hearing impairments (hard of hearing): taking into account the individual characteristics and nature of training and the use of analytico-synthetic method and visual, practical, verbal and mixed methods. And the verbal method in combination with practical exercises still remains to be the leading one. The article describes the main areas of teaching Russian to junior schoolchildren with hearing impairments (hard of hearing): lexico-semantic level (word); syntactic level (phrases and sentences); text level. The study provides examples of special techniques of teaching Russian to junior schoolchildren with hearing impairments (hard of hearing). The authors outline the main criteria of assessment of the dynamics of the process of teaching Russian to a junior schoolchild with hearing impairment (hard of hearing): the development of the lexical (vocabulary) and grammatical aspect of speech and the level of formation of the skills of language analysis, coherent speech, reading and writing.