В статті описуються особливості роботи над розвитком зв’язного мовлення учнів з порушеннями слуху з корекційною складовою. Виділяються та конкретизуються уміння, якими повинні опанувати учні в процесі роботи з побудови тексту (висловлювання). Зосереджується увага на відставанні у формуванні писемного мовлення учнів з порушенням слуху початкових класів від усного мовлення та розкриваються його особливості. Надаються педагогічні умови сприяння розвитку зв’язного мовлення учнів з порушеннями слуху. З’ясовано роль диференційованого навчання дітей з порушеннями слуху.
The development of coherent speech of students with hearing impairment is one of the most urgent problems of modern special methods of the Ukrainian language. By coherent speech we mean such speech, which is organized according to the laws of logic, grammar and composition, is a single whole, has a theme, performs a certain function (usually communicative), has relative independence and completeness, is divided into structural components.
The article describes the peculiarities of working on the development of coherent speech of students with hearing impairments with a corrective component. The skills that students should master in the process of working on text construction (utterance) are highlighted and specified. Attention is focused on the lag in the formation of written speech of students with hearing impairment in primary grades from oral speech, and its features are revealed. Pedagogical conditions for promoting the development of coherent speech of students with hearing impairments are provided. The role of differentiated education of children with hearing impairment has been clarified.
Students with hearing impairment must learn to write works based on material from various sources: based on their own observations and impressions, based on a picture or a series of pictures, based on a watched movie, based on a read book. Taking into account the concreteness of the thinking of children with hearing impairment and their emotionality, it is necessary to rely more on direct observations and impressions, on the life experience of students, when working on the development of coherent speech. Targeted, organized observations are especially important. It is advisable to often write an essay based on a picture or a series of pictures, since these types of works provide a lot of material, affect the feelings of children and are the most accessible of sources.
