Special conditions for teaching the subject “Physics” to students with hearing impairment

Introduction. The article considers the issues of providing special conditions for teaching the subject “Physics” to students with hearing impairment. The characteristics of the category of students with hearing impairment in terms of its heterogeneity, peculiarities of students' mental development are presented. The importance of the subject “Physics” for the speech, cognitive, personal development of students with hearing impairment is shown. It substantiates the necessity of creating a set of special psychological and pedagogical, material and technical, cadre conditions for teaching physics, considering the special educational needs of students with hearing impairment, features of their general and speech development. In the study the authors rely on the essential scientific and methodological foundations of the Russian scholarly tradition of pedagogy for the deaf. The relevance of the study is determined by the necessity of quality of general education of students with hearing impairment improvement, the importance of the most complete realization of the possibilities of this subject for quality education of students, ensuring their preparation for professional education, mastering life competencies.

Materials and methods. The main methods of research included: analysis of scientific and methodological materials regarding the issues of studying the subject “Physics” by students with hearing impairment and teaching this subject to them; analysis and generalization of both general and connected with pedagogy for the deaf methods, techniques, which is used in educational and remedial work with students with hearing impairment, getting basic general education.

Results. In the study were identified and described three groups of special conditions for the successful realization of the academic discipline “Physics” for students with impaired hearing: material and technical, psychological, pedagogical and personnel conditions. They are determined on the basic principles of pedagogy for the deaf and reflect the peculiarity of applying special requirements to the lessons for children with hearing impairment in the case of teaching science disciplines. Compliance with the described requirements allows to allocate the resources of the described subject not only to expand the area of students' subject knowledge, but also to meet their special educational needs.

Discussion and conclusions. The analysis of scientific and methodological materials has shown the lack of research defining the peculiarities of teaching the subject “Physics” in schools for children with hearing impairment. The issues of implementation of these conditions in practice are a subject for further research, monitoring and methodological work. The authors' description of the conditions for the realization of this subject can become the foundation both for studying the quality of teaching science disciplines in educational organizations which practice Federal Adapted Educational Program of Basic General Education (options 1.2; 2.2.1; 2.2.2.) for students with hearing impairments, and for developing programs to improve the competence of subject teachers to implement adapted programs.

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