Features of Coordination Functions in Children with Hearing Impairment of Primary School Age: A Conceptual Model of the Study

The article is devoted to the development of a conceptual model for studying the features of coordination functions (static, dynamic, spatial, object and symbolic coordination) in hearing-impaired children of primary school age based on the results of a pilot study. As you know, the relationship between auditory perception and coordination functions is determined not only by the visual analyzer, but also by the auditory one. The signals coming from the auditory and visual analyzer are the regulators of human movements. Therefore, the loss of the auditory canal from this system leads to a violation of the development of coordination functions, and subsequently affects the mental development of the child, his relationship with other people and adaptation in society. As a key approach to understanding the features of coordination functions, the level psychophysiological theory of N.A. Bernstein (provisions on the theory of the coordination function), according to which each new systemic level of movement construction develops on the basis of the previous one and includes it, and the previous level acquires a new quality and is enriched at the expense of the next one. In our study, the movement building system is five-level and includes the level of static coordination (A), the level of dynamic coordination (B), the level of spatial coordination (C) and the level of object coordination (D) and the level of symbolic coordination (E). In accordance with the results obtained, there is an immaturity of coordination functions and a decrease in their dynamic characteristics such as tempo and accuracy, which indicates the insufficiency of all these levels of movement organization in children of primary school age with sensorineural hearing loss in comparison with children without hearing impairment.

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