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  Previous issue (2022. Vol. 19, no. 1)

Bulletin of Psychological Practice in Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2658-3100

DOI: https://doi.org/10.17759/bppe

License: CC BY-NC 4.0

Published since 2004

Published quarterly

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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» 103

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Petrukhina N.A.
Director, Secondary school No. 6, Norilsk, Russia
ORCID: https://orcid.org/0000-0001-5079-1849
e-mail: petruhina_17@mail.ru

Mazurenko T.B.
Teacher-Psychologist, Secondary school No. 6, Norilsk, Russia
ORCID: https://orcid.org/0000-0002-8134-3464
e-mail: tania272766@mail.ru

Martynova O.V.
Teacher-Psychologist, Secondary school No. 6, Norilsk, Russia
ORCID: https://orcid.org/0000-0001-8166-8173
e-mail: olgamartyno@yandex.ru

Abstract
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.

Keywords: psychocorrection, digital technologies, development of spiritual and moral qualities, Foundations of Religious Cultures and Secular Ethics, parables, children with disabilities.

Column: Scientific Validity of the Practices of Psychological and Pedagogical Work With Childhood Implemented in the Education System

DOI: https://doi.org/10.17759/bppe.2021180102

For Reference

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