DIDACTIC PRINCIPLES IN THE SCHOOL OF DEAF CHILDREN IMPLEMENTATION

Authors

  • Lola S. Ibragimova Lecturer, Tashkent State Pedagogical University Named After Nizami, Uzbekistan

DOI:

https://doi.org/10.55640/eijmrms-02-04-34

Keywords:

Deaf children,, modern secondary schools

Abstract

This article describes the analysis of didactic principles in the school of deaf children. The essence of the principles of scientific, conscious and active, comprehensible, visual, thorough, individual approach, consistency and regularity, the relevance of theory to practice and other principles used in the process of special education is revealed.

References

Bogdanova T.G. Deaf psychology. - M.: Academy, 2002. - 202 p.

Boschis P.M. Deaf and hard of hearing children. - M., 1993. - 297 p.

Boschis P.M. A teacher about children with hearing impairments. - M.: Enlightenment, 1988. - 128 p.

Babansky Yu.K. Selected pedagogical works. - M.: Pedagogy, 1989. - 282 p.

Leonhard E.I. and others. I do not want to be silent! - M.: Enlightenment, 1990. - 112 p.

Leonhard E.I., Samsonova E.G. Speech development of children with hearing impairment in the family. - M.: Enlightenment, 1991. - 319 p.

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Published

2022-04-29

How to Cite

Lola S. Ibragimova. (2022). DIDACTIC PRINCIPLES IN THE SCHOOL OF DEAF CHILDREN IMPLEMENTATION. European International Journal of Multidisciplinary Research and Management Studies, 2(04), 192–196. https://doi.org/10.55640/eijmrms-02-04-34

Issue

Vol. 2 No. 04 (2022): Volume - II Issue - IV

Section

Articles

License

Copyright (c) 2022 Lola S. Ibragimova

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Individual articles are published Open Access under the Creative Commons Licence: CC-BY 4.0.