MECHANISMS FOR PREPARING HEARING-IMPAIRED CHILDREN FOR INCLUSIVE EDUCATION IN THE EDUCATION CLUSTER SETTING
Authors
Ernazarova Dilnoza Xushvaktovna ()Files
Abstract
This article examines the methodological foundations for adapting hard-of-hearing children to an inclusive educational environment in the context of an educational cluster. The study is based on the idea that inclusive education cannot be organized effectively through the efforts of a single institution alone; it requires coordinated cooperation among preschool and school organizations, higher education institutions, psychological and medical services, families, community structures, and specialized correctional-pedagogical centers. The article analyzes the pedagogical, psychological, communicative, organizational, and methodological conditions necessary for preparing hard-of-hearing children for active participation in inclusive learning. Special attention is paid to the development of speech communication, auditory perception, social adaptation, emotional stability, and learning motivation. The educational cluster approach is interpreted as a mechanism that integrates resources, specialists, diagnostic tools, methodological support, and individual educational routes. The article emphasizes that successful adaptation depends on early identification of educational needs, differentiated teaching methods, cooperation between teachers and defectologists, family involvement, and the creation of a barrier-free learning environment. The findings highlight the importance of systematic methodological support in ensuring equal educational opportunities for hard-of-hearing children.
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