THE PLACE OF MODERN INNOVATIVE TECHNOLOGY IN THE PROCESS OF INCLUSIVE EDUCATION (ON THE EXAMPLE OF THE USE OF TECHNOLOGICAL TOOLS IN TEACHING CHILDREN WITH Hearing Impaired)
It is known that in every society and culture there is a special educational space that includes traditions and scientifically grounded approaches to teaching children of different ages in a family and educational institutions. Science has proven that disorders in the development of a child lead to "falling out" of this socially and culturally determined educational space. In this situation, an adult cannot, does not know how to convey to a child with developmental disabilities that social experience that every normally developing child acquires without special conditions, specific means, methods, ways of teaching. Compared to healthy children, in relation to children with developmental disorders, the accepted methods of solving traditional developmental and educational problems at each age stage cease to act or turn out to be insufficiently consistent. The lack of social communication of such children is associated not with a primary violation, but with a "social dislocation", which can be overcome by means of a specially organized and specially arranged education, which provides for "workarounds" norms are achieved in traditional ways. From the point of view of special pedagogy and psychology, the development of teaching aids for children with disabilities, including children with hearing impairments in development, has always been considered an integral direction of research in domestic and foreign special pedagogy.