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Clinical Psychology and Special Education
2026. Vol. 15, no. 1, 33–50
doi:10.17759/cpse.2026150103
ISSN: 2304-0394 (online)

Interrelationships and dynamics of indicators of mental actions of students with hearing disabilities

 
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Abstract

Context and relevance. The practice of inclusive higher education in the context of digitalization needs up-to-date data on the higher mental functions of students with disabilities. The theoretical basis for the research was the cultural and historical theory of the development of higher mental functions and modern studies on its characteristics in hearing disorders. Objective. To identify the interrelationships of verbal and non-verbal mental actions among students with hearing impairments and differences in their indicators at the beginning and end of a semester. Hypotheses. There are significant differences in the interrelationships of verbal and non-verbal mental actions among students with hearing impairments with different types of auditory perception. There are significant differences in the indicators of verbal and non-verbal thinking of students with hearing impairments and with disabilities of other nosology at the beginning and at the end of the semester. Methods and materials. The study involved 57 undergraduate technical university students with disabilities (M = 18.8; SD = 4.2; 23% of women). To study verbal and non-verbal thinking, a test was used, composed of 6 subtests from ASTUR and supplemented with 3 subtests from WAIS by D. Wechsler and R. Amthauer’s Test. Results. Significant differences in correlations of indicators of verbal and non-verbal thinking of students with visual-auditory and auditory-visual types of information perception have been revealed. Indicators of verbal and non-verbal thinking of students with hearing disabilities are significantly lower at the end of the semester, unlike students with disabilities of other nosologies. Conclusions. The possibilities of applying research results to design educational content and pedagogical techniques for teaching technical subjects to students with hearing impairments are shown. Recommendations are formulated for the inclusion in the curriculum of educational practices of techniques aimed at mastering students with hearing disabilities their cognitive functions, as well as psychological relief techniques.

General Information

Journal rubric: Empirical Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2026150103

Funding. The research was carried out within the framework of the state task No. 0705 2023-0027 in the field of scientific activity “Identification of the criteria and conditions for the proper organization of the information educational environment for the formation of cognitive strategies for students with various degrees of manifestation of sensorineural hearing disorders and finding the necessary tools and methods of its implementation to normalize the conditions of inclusive education and the training of highly qualified specialists from among the hearing impaired”.

Received 26.11.2025

Revised 12.12.2025

Accepted

Published

For citation: Stanevskiy, A.G., Lubovsky, D.V., Fefelova, R.K., Miroshnikova, I.P. (2026). Interrelationships and dynamics of indicators of mental actions of students with hearing disabilities. Clinical Psychology and Special Education, 15(1), 33–50. (In Russ.). https://doi.org/10.17759/cpse.2026150103

© Stanevskiy A.G., Lubovsky D.V., Fefelova R.K., Miroshnikova I.P., 2026

License: CC BY-NC 4.0

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Information About the Authors

Aleksandr G. Stanevskiy, Candidate of Science (Engineering), associate professor, Director of the Head Educational, Research and Methodological Center for Vocational Rehabilitation, Moscow State Technical University named after N.E. Bauman, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0005-7675-951X, e-mail: stan@bmstu.ru

Dmitry V. Lubovsky, Candidate of Science (Psychology), associate professor, Professor of the UNESCO Department “Cultural and Historical Psychology of Childhood”, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-7392-4667, e-mail: lubovsky@yandex.ru

Regina K. Fefelova, Head of the Remedial Work Laboratory of the Head Educational, Research and Methodological Center for Vocational Rehabilitation, Bauman Moscow State Technical University, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0000-7436-3144, e-mail: reginafefelova@yandex.ru

Irina P. Miroshnikova, teacher-defectologist of the Head Educational, Research and Methodological Center for Vocational Rehabilitation, Bauman Moscow State Technical University, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-9030-6973, e-mail: miroshnikova@bmstu.ru

Contribution of the authors

Alexander G. Stanevsky — research ideas; manuscript writing; research planning; control over research.

Dmitry V. Lubovsky — writing and formatting of a manuscript; application of statistical and mathematical methods for data analysis; visualization of research results.

Regina K. Fefelova — writing a manuscript; conducting empirical research; data collection and analysis.

Irina P. Miroshnikova — writing a manuscript; conducting empirical research; data collection and analysis.

All authors participated in the discussion of the results and agreed on the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was designed and conducted in full compliance with the ethical standards of psychological and pedagogical monitoring conducted with students. All participants in the study gave informed consent to participate.

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