COMPARISON OF VISUAL-SPATIAL DISORDERS IN HEARING-IMPAIRED PRIMARY SCHOOL CHILDREN AND SCHOOLCHILDREN WITH AUDITORY DEPRIVATION AND MILD INTELLECTUAL

Mamedova Elena Yu.

The article presents the results of the study aimed at studying the visual-spatial representations of younger hearing-impaired schoolchildren and schoolchildren with hearing impairments and mild intellectual disabilities. The results are compared and the degree of development of visual-spatial representations in the corresponding categories of students is assessed. The presented data indicate the presence of development of visual-spatial functions in children with auditory deprivation and in schoolchildren with hearing impairments and intellectual disabilities, which has a negative impact on children's mastery of written speech and their general speech development. The identified violations are grouped depending on the specialist in their education. An analysis of data on the study of visual-spatial representations of schoolchildren directly and indirectly through the involvement of speech material reflecting the child's spatial representations is carried out. Some grounds are presented that reveal the features of visual-spatial representations in modern categories of students. A problem is revealed that shows the need for more accurate transformations of the written speech of primary school students in educational institutions working according to FAOP 2.2. and 2.3. The necessity of variable selection in the education of primary school students with hearing impairments and intellectual writing disorders is shown, which will largely determine the variability of children at school, their further education and the success of socialization.

Keywords:visual-spatial representations; hearing-impaired schoolchildren; schoolchildren with hearing impairment and mild mental retardation; spatial orientation; grammatical constructions expressing spatial relationships; writing disorders; primary school; motor functioning; coordination function.