International cooperation of surdopedagogues as a factor for improvement of the education of children with hearing impairment
The article presents a comparative historical-pedagogical analysis of the development of surdopedagogy in Russia and the developed countries of the world in various historical periods and traces the origins of comparative studies in the field of education of children with hearing impairment. The authors demonstrate the forms and areas of international interaction between scholars and practical surdopedagogues in improving methods of training deaf students in the fundamentals of sciences and verbal speech on concrete examples. The present forms of integration of specialists into the international educational space are also considered. Among them are research trips, internships, business trips, exchange of work experience, scientific correspondence, participation in conferences and congresses of teachers, and preparation of educational and methodological publications. The authors substantiate the significance of the opening of schools for deaf children in the formation of research and theoretical foundations in surdopedagogy and the emergence of the first educational and methodological works. A galaxy of outstanding domestic and foreign scholars who determined the development of surdopedagogy in the 19<sup>th</sup> -20<sup>th</sup> centuries are presented and the attitude of specialists to the use of various forms of speech in learning and interaction of deaf children is revealed. The desire of surdopedagogues to use verbal forms of communication in teaching children with hearing impairment has been demonstrated by the example of discussions. The study has revealed the role of comparative research in enriching the scholarly and educational potential of surdopedagogy as an area of scientific knowledge. The article has proved the necessity of activation of comparative research-theoretical and applied investigations of scholars and practical pedagogues of Russia and foreign countries aimed at updating the methodological foundations of the modern pedagogical science.