ПЛАНИРОВАНИЕ КОРРЕКЦИОННЫХ ЗАНЯТИЙ ПО РАЗВИТИЮ УСТНОЙ РЕЧИ И СЛУХОВОГО ВОСПРИЯТИЯ С УЧЁТОМ ОСОБЫХ ОБРАЗОВАТЕЛЬНЫХ ПОТРЕБНОСТЕЙ УЧАЩИХСЯ С НАРУШЕНИЕМ СЛУХА
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Abstract
В статье представлены современные подходы к планированию коррекционных занятий по развитию устной речи и слухового восприятия у детей с нарушением слуха, основанные на выявлении, характеристике и учёте особых образовательных потребностей в области слухоречевого развития. Автором описаны вариации особых образовательных потребностей детей с нарушением слуха, раскрыты пути дифференциации коррекционно-развивающей работы, охарактеризован алгоритм
действий учителя-дефектолога при планировании коррекционных занятий по развитию устной речи и слухового восприятия учащихся с нарушением слуха
The article presents modern approaches to the planning of remedial classes for the development of oral speech and auditory perception of children with hearing impairment, based on the identification, characterization and consideration of special educational needs in the field of auditory and speech development. The author describes variations in the special educational needs of children with hearing impairment, reveals ways to differentiate correctional and developmental work, describes the algorithm of actions of a defectologist teacher when planning remedial classes for the development of oral speech and auditory perception of students with hearing impairment
The article presents modern approaches to the planning of remedial classes for the development of oral speech and auditory perception of children with hearing impairment, based on the identification, characterization and consideration of special educational needs in the field of auditory and speech development. The author describes variations in the special educational needs of children with hearing impairment, reveals ways to differentiate correctional and developmental work, describes the algorithm of actions of a defectologist teacher when planning remedial classes for the development of oral speech and auditory perception of students with hearing impairment.
The article presents modern approaches to the planning of remedial classes for the development of oral speech and auditory perception of children with hearing impairment, based on the identification, characterization and consideration of special educational needs in the field of auditory and speech development. The author describes variations in the special educational needs of children with hearing impairment, reveals ways to differentiate correctional and developmental work, describes the algorithm of actions of a defectologist teacher when planning remedial classes for the development of oral speech and auditory perception of students with hearing impairment
The article presents modern approaches to the planning of remedial classes for the development of oral speech and auditory perception of children with hearing impairment, based on the identification, characterization and consideration of special educational needs in the field of auditory and speech development. The author describes variations in the special educational needs of children with hearing impairment, reveals ways to differentiate correctional and developmental work, describes the algorithm of actions of a defectologist teacher when planning remedial classes for the development of oral speech and auditory perception of students with hearing impairment.
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особые образовательные потребности, дифференцированный подход, нарушение слуха, планирование, коррекционные занятия, БГПУ, hearing impairment, planning, remedial classes, special educational needs, differentiated approach
Citation
Феклистова, С. Н. Планирование коррекционных занятий по развитию устной речи и слухового восприятия с учетом особых образовательных потребностей учащихся с нарушением слуха / С. Н. Феклистова // Спец. адукацыя. – 2024. – № 3 (158). – С. 43–49.