VISUAL-KINESTHETIC METHOD OF FORMING AN ALTERNATIVE SPEECH CODE IN CHILDREN WITH HEARING DISORDERS

Abstract

The article is devoted to solving the fundamental problem of special pedagogy – finding effective ways to compensate for the speech development of children with hearing impairments. Traditional approaches often face the problem of speech negativism and difficulties in forming an impression base due to the deficiency of the auditory channel. The author proposes a visual-kinesthetic method based on the principles of neuroplasticity and intersensory integration. The article proves that auditory gnosis, being a successive (sequential in time) process, cannot function as a reliable source of information in children with hearing impairments. Instead, the intensification of the visual (simultaneous) and kinesthetic channels of perception is proposed. It has been established that the combination of the global reading method (formation of a visual standard of a word) and the general physical reaction method – transformation of hidden micromotorics of articulation into open macromotor action) allows creating an alternative system of semantic units. The central scientific position of the work is the introduction of the concept of «visual- motor phonemic matrix». It acts as a functional equivalent of a phoneme, where a graphic symbol becomes a «marker» that connects the image of an object with the corresponding motor action. Such a substitution allows the child to master the logic of speech and form an internal code of utterance, bypassing the auditory deficit. The introduction of the visual-kinesthetic method ensures the transition from mechanical copying of sounds to a conscious speech act. The work details the mechanism of the transition from passive observation to an active speech act through the intensification of proprioceptive feedback. The practical significance of the study lies in the development of an algorithm for the formation of compensatory speech mechanisms that allow the child not only to decode individual words, but also to master the predicative structure of speech. Creating a multisensory environment and «success situations» at the preverbal level helps overcome speech negativism and intensifies the child's intellectual and communicative development, creating a reliable platform for his or her further social integration.