PSYCHOLOGICAL AND PEDAGOGICAL FEATURES AND ORGANIZATION OF ADAPTIVE PHYSICAL EDUCATION IN CHILDREN WITH PATHOLOGY OF HEARING

Abstract

The article theoretically reveals the features of children with hearing impairment, conducted its scientific analysis, summarized and systematized information on this problem, obtained from scientific sources. Each child is unique in their own way, and each child’s needs are specific. A child with special educational needs at the present stage of development of society is seen as a person who has the same rights as other members of the community, but due to the peculiarities of individual development it is necessary to provide special educational services. Thanks to modern comprehensive care for children with special needs, there are positive changes in the personalmotivational, cognitive, emotional-volitional sphere. Creating optimal living conditions, restoring lost contact with the outside world, successful treatment, correction and subsequent psychological, pedagogical and physical rehabilitation, social and labor adaptation and integration of people with disabilities, especially children, is a priority state task. Among children with mental and physical disabilities, a significant group are children with hearing impairments. A child who has severe disorders of the auditory analyzer is not able to learn to speak on their own, ie to master the sound side of speech, because it does not clearly perceive sound speech, does not have the opportunity to obtain auditory samples. She does not control her pronunciation, resulting in distorted speech, sometimes oral speech does not develop at all. Due to the peculiarities of physical and mental development of children with hearing impairments, there is a special task – the correction and compensation of the negative consequences of the defect through a variety of physical exercises. Summarizing the above, we can conclude that physical education is one of the main ways to correct disorders of physical development, motor fitness, psychomotor skills, volitional qualities of children with hearing disorders, motor literacy education and their involvement in work, self-care, social adaptation.