CONTENT AND TYPES OF CORRECTIONAL AND PEDAGOGICAL WORK AIMED AT DEVELOPING READING SKILLS IN STUDENTS WITH HEARING IMPAIRMENTS IN INCLUSIVE EDUCATION SETTINGS

Abstract

The article examines the theoretical and methodological foundations for 
developing reading literacy among students with hearing impairments in inclusive 
education settings. The relevance of the study is determined by the need to create special 
psychological and pedagogical conditions that ensure the full participation of this category 
of learners in the educational process and enable them to achieve the intended learning 
outcomes. The article explores the specific features of developing the technical and 
semantic aspects of reading, including reading accuracy and fluency, clarity of 
pronunciation, reading comprehension, meaningful reading, and the ability to answer 
questions based on the material read. Particular attention is paid to the development of 
cognitive operations underlying reading activities, as well as the interrelationship 
between the processes of perception, analysis, comparison, generalization, and 
comprehension of texts. The necessity of applying comprehensive, holistic, systematic, 
and individualized approaches to organizing reading instruction for students with hearing 
impairments is substantiated. The importance of considering their individual educational 
needs, the specific characteristics of auditory and speech development, and the need to 
use adapted psychological and pedagogical methods and teaching tools is emphasized. 
The presented findings can be applied to improving the content and methodology of 
developing reading literacy among students with hearing impairments in inclusive 
educational environments.