Correctional and Developmental Program of Spiritual and Moral Education and Development of Primary General Education of Hearing-Impaired and Late-Deaf Students «Along the Roads of Little Parables»

The program belongs to the correctional and developmental direction. In this particular version, the program is aimed at ensuring the spiritual and moral development of hearing-impaired and late-deaf students at the stage of primary general education using digital educational resources. One of the most important principles in teaching children with hearing impairments is the principle of clarity and dosed educational material. First of all, it involves the construction of the educational process based on specific objects, images, actions and small texts that are directly perceived by them. The motivational moment in training is no less important. It is important to give the child not a name for this or that concept, but to form an understanding of the information received and teach how to use the knowledge gained in everyday activities. Thus, all the functions of the learning process for hearing impaired children can be successfully implemented only if they rely on scientific data on the characteristics of the mental development of deaf students and create conditions for purposeful work to ensure this development. It should be borne in mind that the additional (correctional) goals of education for the hearing impaired and the specificity of their cognitive activity (perception, speech, thinking) determine a number of distinctive features that characterize the learning process. This program is the most accessible for use in working with hearing impaired children, as it is based on visual con-tact, which allows you to convey information to hearing impaired children in a more accessible form, in the upbringing of the spiritual and moral qualities of their personality, which helps to improve the listening comprehension of short texts.

1. Veselova E.K. Nravstvenno-eticheskie aspekty deyatel’nosti pedagoga-psikhologa v obrazovanii. Sbornik materialov mezhdunarodnoi nauchno-prakticheskoi konferentsii. Vypusk XVIII. Formirovanie psikhologicheskoi kul’tury lichnosti, sem’i i obshchestva. Saint-Petersburg, APPO Publ., 2014. (In Russ.).
2. Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. Kontseptsiya dukhovno-nravstvennogo razvitiya i vospitani-ya lichnosti grazhdanina Rossii. Moscow: Prosveshchenie, 2010. 21 p. (In Russ.).
3. Klokova E.M., Monina G.B. Psikhologo-pedagogicheskoe soprovozhdenie razvitiya doshkol’nikov 5–7 let. Programma “Skazki 3D”. Uchebno-metodicheskoe posobie. Saint-Petersburg: IPK SPO Publ., 2014. 152 p. (In Russ.).
4. Monina G.B., Puchkaneva T.N., Mazurenko T.B. “Ot detstva — k otrochestvu: ot pyati do semna-dtsati”. Psikhologo-pedagogicheskaya programma dukhovno-nravstvennogo vospitaniya i razvitiya do-shkol’nikov, mladshikh shkol’nikov, podrostkov, starshikh shkol’nikov [Elektronnyi resurs]. Natsional’nyi konkurs “Zolotaya Psikheya”. URL: https://psy.su/mod_files/additions_1/fle_file_additions_1_4420.pdf (Accessed 25.04.2021) (In Russ.).
5. Raputo A.G. Razvitie vizual’no-obraznogo myshleniya i navykov effektivnogo primeneniya sredstv mul’timedia u uchitelei-predmetnikov. Informatika i obrazovanie = Informatics and Education, 2007, no. 7, pp. 74–77 (In Russ.).
6. Trifonova E.P. Primenenie informatsionnykh tekhnologii v obuchenii mladshikh. Fundamental’nye issledo-vaniya = Fundamental Research, 2007, no. 3, pp. 64–66 (In Russ.).
7. Shapovalenko I.V. Vozrastnaya psikhologiya (Psikhologiya razvitiya i vozrastnaya psikhologiya). Moscow: Gardariki, 2005. 349 p. (In Russ.).
8. Yasyukova L.A. Profilaktika problem obucheniya v nachal’noi shkole. Saint-Petersburg: IMATON, 2006. 204 p. (In Russ.).