WORKING WITH PUPILS WITH HEARING IMPAIRMENTS IN AN INCLUSIVE EDUCATION: CHARACTERISTICS AND COMPEТENCES

Abstract

Hearing impairment, which belongs to the group of sensory impairments, represents a permanent lowered sensitivity to sound which can have a wide range of consequences on children’s life. Complete and adequate inclusion of children with hearing impairments in the educational system requires a reconsideration of the traditional approach and a reorganization of the whole teaching process. The concept of an inclusive education requires providing support and the quality of education for every pupil, regardless of their impairments or disabilities, i.e. differences from the majority of pupils. For the purpose of movement towards these goals, this article discusses some important aspects of inclusion of pupils with hearing impairment by literature review, starting from their physical and psychological characteristics. The role of the teacher and the social environment is examined, and certain technical and pedagogical recommendations are made in working with these children.

Keywords

• inclusion
• pupils with hearing impairments
• teacher’s competences
• guidelines