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One of the important etiological factors in the occurrence of bite pathology is improper work of the muscles of the maxillofacial area. That is why the study of the muscles of the maxillofacial area in normal conditions and with various pathologies of the bite acquire the greatest relevance among scientists all over the world. The purpose of the study is to determine the functional state of musculus masseter and musculus temporalis in children and adolescents with hearing deprivation. Surface electromyography of musculus masseter and musculus temporalis was performed in 25 children and adolescents with hearing deprivation in a state of physiological rest and with maximum jaw clenching. All examined had 100% bite pathology. The obtained results were compared with the results of hearing patients with a physiological bite and patients with orthodontic pathology without hearing pathology. An electromyographic study of masticatory muscles in teenagers with hearing loss allowed us to assess their range of variability, the symmetry of their work during rest and the functional test of maximum voluntary jaw clenching. Increased biological activity of the masticatory muscles during physiological rest of deaf persons compared to hearing persons with both physiological occlusion and occlusion pathology was established (-0.05; -0.01). [ABSTRACT FROM AUTHOR]

The article is devoted to the problem of organization of education and support of children with special educational needs, in particular children with hearing impairments. The purpose of the article: to carry out a historical analysis of the development of special education in Ukraine, which should be considered as the basis of modern approaches to the psychological and pedagogical support of children with hearing impairments. Research methods: historical and logical analysis of psychological-pedagogical, deaf-pedagogical literature, regulatory and legal documents; comparison and generalization of the results of scientific research; terminological analysis, which provided the disclosure of the essence of the studied pedagogical phenomena by identifying and clarifying the meaning of the concept - «psychological-pedagogical support of children with hearing impairments». Results: throughout the XX century. progressive ideas declared and defined at the level of theory were not implemented in practice: the importance of early development, taking into account individual capabilities, creating conditions for the development of communication skills, the important role of parents, etc. Among the points that can be defined as negative from today's point of view: the priority of the medical approach to the organization of training and support; the nosological principle of determining the model of education and services for the child; lack of variability, insufficient implementation of an individual approach, starting with software, etc. Conclusions: despite the shortcomings in solving the mentioned problems in previous periods, progressive ideas were largely laid at the basis of modern approaches to the organization and content of systematic support for children with hearing impairment. At the same time, the analysis of the results confirmed the need to improve the system of psychological and pedagogical support for children with hearing impairments based on the integration of already existing national and better foreign experience, taking into account modern value and methodological guidelines, as well as public demand. [ABSTRACT FROM AUTHOR]

According to estimates by the World Federation of the Deaf, by June 2022, more than 5,000 people with hearing impairments have left the country, a significant number of children have temporarily changed their place of residence and moved with their families to relatively safe regions of Ukraine. Since the beginning of the war, many teachers have combined teaching work with volunteer work, etc. Therefore, it is worth taking into account the peculiarities of the organization of education of children with hearing impairments in the conditions of martial law. The purpose of the article is to familiarize with the peculiarities of education of children and youth with hearing impairment in Germany; familiarization with the organization of activities of German educational institutions of different levels; coverage of urgent problems of education of persons with hearing impairments in the conditions of martial law in Ukraine, possibilities of using the best pedagogical experience of German teachers in the work of domestic educational institutions where persons with hearing impairments study. Research methods: analysis of psychological and pedagogical literature on the research problem; analysis of regulatory documents; the method of studying and summarizing the practical experience of educational institutions for children with hearing impairment in Germany (within the working trip to Munich, Germany, July 2023); presentation of work experience of Khmelnytskyi special comprehensive school No. 33 in wartime conditions. The important issues of teaching children with hearing impairments in Ukraine, the challenges that have arisen due to the war, what needs to be taken into account when organizing education under martial law, and what positive points from international experience should be applied in the national education system are outlined. [ABSTRACT FROM AUTHOR]

Children with hearing impairments experience hearing loss from mild to profound, which is grouped into hard of hearing and deafness. The direct impact of hearing loss is the inability/difficulty to catch various sounds, including the sound of the language. Those with hearing impairments must be made aware of sound, especially children classified as hard of hearing, whose remaining hearing must be stimulated to train their sensitivity so that their hearing function can be optimized. Therefore, they are given special services in the form Development of Communication, Perception of Sound and Rhythm. The program provided must be under their learning conditions and needs; therefore, an assessment is needed. This study aimed to formulate an assessment instrument for sound and rhythm perception for children with hearing impairments at Special Education Elementary School. This study used a qualitative approach with a descriptive method. This study was designed in three stages: (1) preliminary stage with literature study and documentation study on the curriculum for developing sound and rhythm perception communication,f (2) drafting stage of the assessment instrument for Sound and Rhythm Perception, and (3) validation stage of assessment instrument by measurement & education experts for children with hearing impairment and practitioners (teachers at Special Education School). The result was a hypothetical sound and rhythm perception assessment instrument that needed to be implemented at the next research stage. This instrument for assessing the perception of sound and rhythm covered the aspects of sound detection, sound discrimination, and sound comprehension. This study result can be used as a reference for teachers in carrying out a sound perception assessment before conducting a special program for Developing Communication for the Perception of Sound and Rhythm.

The model of a modern teacher implies readiness to apply new educational ideas, the ability to learn, to be in constant creative search, to possess interactive and communicative technologies and means of remote work. This requires continuous professional development, self-education, and professional development. The urgency of the problem determines the purpose of the article: to present the «Program for improving the qualifications of teachers who teach children with hearing impairments in the conditions of martial law and the recovery of Ukraine» (modules 4, 5 and a course on psychological support), prepared based on the results of the study «Scientific and methodological support of education children of early and preschool age with hearing impairments» (2021-2023), which was carried out by the Department of Education of Children with Hearing Impairments of the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine. The first part of the «Training program for teachers who teach children with hearing impairments in the conditions of martial law and recovery of Ukraine» (introduction and modules 1-3) is presented in a previous publication. The main methods are defined as: theoretical analysis of literary sources and results of modern research presented in scientific publications, in particular included in the scientometric databases Index Copernicus, Google Scholar, Scopus, Web of Science, etc.; analysis of regulatory documents, websites of educational institutions and institutions; summarizing the experience of teacher training courses at the Mykola Yarmachenko Institute of Special Pedagogy and Psychology of the National Academy of Sciences of Ukraine. In order to fulfill the outlined tasks: the «Program for improving the qualifications of teachers who teach children with hearing impairments in the conditions of martial law and restoration of Ukraine» was presented, in particular the content of 4, 5 modules and a course on psychological support of participants in the educational process: students, teachers, parents. According to the results of the approbation, the program is recommended for implementation in the system of professional development of psychological and pedagogical personnel (special educational institutions, institutions with inclusive education, inclusive resource centers), as well as in the higher education system for the formation of professional competence of future specialists in the psychological and pedagogical profile. [ABSTRACT FROM AUTHOR]

Among the current problems of education of children with hearing impairments - scientific substantiation and development of methodological bases for implementing the concept of "New Ukrainian School", determining the features of adaptation for students of special schools and rehabilitation centers, introduction of innovative technologies to ensure maximum personal development of hearing impaired students. their individual needs and abilities, and integration into society on the basis of self-actualization. According to the results of the analysis of modern teaching methods (competence, problem-based learning; personality-oriented, activity approaches) the features of the content of education for students with hearing impairments are determined: the teacher's confidence in the child's understanding of the task, thinking, ability to work in a team, apply knowledge in new conditions, support motivation to learn, use of practice-oriented techniques, creating a positive emotional environment (direct contact between teacher and student). Emphasis is placed on the importance of using Ukrainian sign language in the educational process for children with hearing impairments. It is about full communication, the teacher's ability to convey the content of learning in the lesson (test, test, analyze the successes and failures in their own teaching, apply to make your lesson interesting, innovative and most importantly effective). Based on the presented materials, many years of experience in managing a successful special institution, which ranks high in the ranking of schools in Khmelnytsky according to the results of external evaluation, actively cooperates with the Institute of Special Pedagogy and Psychology named after Mykola Yarmachenko NAPS of Ukraine, develops and implements innovative educational and correctional technologies. [ABSTRACT FROM AUTHOR]

The purpose of this article is to development of theoretical and practical issues, in particular, the technology of auditory-speech development of children with cochlear implants, which takes into account modern medical, technical and pedagogical aspects of correctional and developmental impact is based on the national educational context. Research methods: analysis of literature sources, theoretical modeling, pedagogical experiment, quantitative and qualitative processing of experimental data. According to the results of the scientific literature analysis, the content of the construct "auditoryspeech skills of children with cochlear implants" is substantiated and it is determined that the hearing and speech development of children with cochlear implants is based on gradual formation of detection skills (acoustic signals detection), differentiation (acoustic signals differentiation), identification (acoustic signals identification) and perceptions (reproduction of unfamiliar acoustic and speech signals), which form a hierarchical system (each subsequent "superimposed" on the previously formed); the formation of hearing and speech skills provides a gradual increase in the weight of the auditory component in the perception, understanding and production of oral speech and is the basis for the speech lexical, gramma, phonetic skills formation; it is also associated with the development of auditory attention, auditory-speech memory, analysis, synthesis, phonemic processes. We have developed, modelled and experimentally tested the method of hearing and speech development in children with cochlear implants. Target, conceptual, substance, professional, and competency-based elements of this method ensure the complexity of correctional and developmental impact, taking into account its main factors and the state of hearing development of children with cochlear implants. The subjects of technology implementation were the interdisciplinary support team, which includes doctors, maintenance specialists, teachers, and parents. Conclusions. The directions of optimization of conditions of auditory-speech development of children with cochlear implants have been determined: organization of team interaction on the basis of interdisciplinarity; involvement of parents in correctional and developmental activities on a partnership basis; a combination of spontaneous and purposeful learning in a family and educational institution; narrow-profile professional training and advanced training of teachers in working with children with cochlear implants. [ABSTRACT FROM AUTHOR]

Purpose: analyzed the special scientific and methodological literature on the theory and practice of ecological education; studied the basic principles and methodological basis of ecological education for integration into the process of physical education of different population groups; devoted to the problem of correction of indicators of physical condition of schoolchildren with hearing impairments by means of tourist all-round with "Ecological tourism" module; substantiated, developed and tested the technology of correction of indicators of physical condition of students with hearing impairments by means of tourist all-round, with ecological focus lessons. Research methods were used: analysis and generalization of data of scientific-methodical literature and information sources of the Internet; study of documentary materials; method of copying; sociological research methods; pedagogical research methods; index method; psychological and pedagogical methods; methods of determining the level of physical capacity and preparedness; methods of mathematical statistics. Result. The presented results of the conducted researches testify that the reconstruction of the health-improving, educational-educational process in the sphere of physical culture with the help of its structural restructuring, differentiation and program-content maintenance, contributes to satisfaction of cognitive, motor and psycho-emotional needs of the personality and development of a set of abilities in the field of ability motor experience, developing individual health and leading a healthy lifestyle. [ABSTRACT FROM AUTHOR]

The article presents the results of the analysis of the problem of creativity and creative work in children with disabilities having different impairments. This research serves as a basis for conducting a separate study aimed at researching the peculiarities of the search for creative solutions in the process of completing figure drawings in younger schoolchildren with hearing impairments compared to their peers with normal hearing. For this purpose, a comparative analysis of the drawings of hearing-impaired students and elementary school students with preserved hearing was conducted by the criteria of fluency, flexibility, elaborateness, and originality. The need for the present study is determined by the tasks of the modern system of special and inclusive education aimed at the optimal personal development of all children and the creation of psychological and pedagogical conditions for the successful development of different types of creative activity that positively affect their socialization. The study uses a set of theoretical and empirical methods of analysis of the studied problem, as well as a comparative study of general and specific features of creativity in children with preserved and impaired hearing. These specific features are determined by a disproportionate formation of different types of thinking, a delay in the development of figurative memory, verbal speech, and imagination in comparison with hearing children. The novelty of the study consists in the expansion of knowledge about the potential possibilities of creative decisions and creative abilities of persons with developmental disorders at different ages in special psychology and pedagogics. The results of the study of creativity of children with hearing impairments can be used in the educational system for professional orientation and creating conditions for persons with special educational needs to master creative professions.

Prerequisites for the development of the concept of health-forming technologies in the process of adaptive physical education of school-age children with hearing impairment Prerequisites for the development of the concept of health-forming technologies in the process of adaptive physical education of school-age children with hearing impairment National University of Physical Education and Sports of Ukraine, Kyiv. Actuality. The leading position of the contemporary issues of health-forming activity of children and youth presented in the form of a methodological basis for the formation of a positive motivation for a healthy lifestyle of the younger generation, especially with specific disabilities in the state of health, separates the central component of this process from the humanistic approach, the essence of which is creating a favorable situation for the readiness of the present youth to perceive and adequately respond to the educational activities of the school and social environment that are implemented in the process of their physical education. Objectives of the study: determination of priority directions of optimization of the process of physical education of students with hearing impairments, selection of rational means and methods that fully satisfy the specific needs of this contingent based on the study of their interests not only during physical education, but also correctional activities, self-organized motor activity Research results. The data obtained during the study showed that most children with hearing impairments understood the problems of their own health and had a desire to carry out activities aimed at improving their level, defining for themselves as the main criterion the physical state of their organism. The results of the questionnaire survey of 236 schoolchildren aged 13 to 19 years with different established hearing disorders supplemented the systematization of preconditions and scientifically substantiated the necessity of developing the concept of health-forming technologies in the process of adaptive physical education of children of school age with hearing impairments. Conclusions. The generalization of the research results substantiates the necessity of developing innovative technologies for optimizing the process of physical education of children with hearing impairments and may be represented by the following recommendations: the preconditions of this process should be based on objective results of comprehensive and comprehensive research; the central component must take into account the needs and peculiarities of the manifestation of the motivational sphere of this contingent.

This study describes a kindergarten curriculum for children with hearing impairments, from their teachers' perspectives. Qualitative research data from interviews with 20 teachers were analysed using content analysis methodology. The results pinpoint a collection of proposed curriculum components (i.e. a general framework and outcomes document; textbooks for children, including on sign language; textbooks for teachers; and attached learning resources). Additionally, the results outline a set of characteristics of, and specifications for, a curriculum for children with hearing impairments related to content and formatting. For a curriculum for children with HIs, this study found that teachers did not rely on a single textbook but rather suggested a suite of resources. Participants also indicated the importance of improving a special outcomes document for children with HIs. Furthermore, the results pinpointed a set of characteristics related to content and formatting for a specialized curriculum. These characteristics are mainly: using functional subjects and skills, arranging letters by simplicity, exploiting students' strengths by using methods such as visual stimuli, and using technology. The data support the importance of developing targeted curricula that include specialized domains, such as auditory training, breathing practices, speech training, sign language, and finger-spelling. [ABSTRACT FROM AUTHOR]

Today in Ukraine the models of changes that oriented on challenges of life in the society are dominated. In education, we can se that these models do not provide prognosis or problem modeling. It is a spontaneous reaction to the emergence of the problem (like a reaction afterwards). The authors believe that it is necessary to ensure the predominance of a somewhat different model -- the model of prediction and creation of new forms of educational activities, model that is based on the prediction and rapid responses to the challenges at the lowest levels of the educational hierarchy, particularly in schools that are engaged in educational activities of persons, regardless of their mental and physical conditions, religion, membership of a linguistic community, etc. The implementation of the Concept will allow to form a functional and effective system of education for deaf and hard of hearing students, improve quality of educational activities to increase the efficiency and timeliness of responses to modern challenges and threats. The direction of national special education will change, as it will have to become a practical embodiment of guarantees to ensure high social standards, including equal access to qualitative education for all citizens of Ukraine, which will transform education in "social lift". [ABSTRACT FROM AUTHOR]

The basis for the development of the concept of preschool education of children with hearing imparements were: development of medical technologies, improvements in the field of helping people with hearing impairments, changes in the ideological positions, popularization of new technologies for training and education, legislative updates, and regulatory framework of pre-school education of children with hearing imparements The concept is focused on current global trends in the organization of care for children with hearing impairment: early identification of hearing loss and early onset of professional support, integrated approach to the organization of care for children with hearing impairments and their families, variability of forms of education and teaching approaches in teaching children with hearing imparements, the use of different forms of speech and types of speech activity, content flexibility and individualization of teaching of preschool children with hearing impairments. It is expected that implementation of the concept will contribute to the humanization of education for children with hearing impairment, eliminate it to a new modern level. The concept will contribute to the development of sensory and cognitive sphere of preschool children with hearing impairments, enhance the ability of the child in mastering verbal speech which is seen as an universal tool of communication as well as in national sign language mastering as an equal means of communication and cognition in personality formation, and identity of the child with hearing impairment as a part of society and representatives of cultural communities of people with hearing impairments. [ABSTRACT FROM AUTHOR]

A group of researchers presented practical experience of inclusive secondary school number 95 of the city. Specified qualitative changes that have occurred in the context of Ukrainian-Canadian project «Inclusive Education for Children with Disabilities in Ukraine.» Revealed if successful inclusive education. [ABSTRACT FROM AUTHOR]